[00:00:05]
          GOOD EVENING. IT IS 5:30 AND 
          [ B. CALL TO ORDER]
THIS MEETING OF THE ROUND ROCK INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES IS CALLED TO ORDER. IN ATTENDANCE TONIGHT WE HAVE ALL SEVEN TRUSTEES. 
          PLEASE STAND FOR THE PLEDGE. 
          I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA, AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL. 
          HONOR THE TEXAS FLAG; I PLEDGE ALLEGIANCE TO THEE, TEXAS, ONE STATE UNDER GOD, ONE AND INDIVISIBLE. THANK YOU. 
          AND NOW I'M GOING TO TURN IT 
          [D.RECOGNITION OF STUDENTS AND STAFF]
OVER TO ANNIE FOR RECOGNITION OF STUDENTS AND STAFF. 
          GOOD EVENING PRESIDENT MARKUM, TRUSTEES AND DR. 
          AZAIEZ. AS WE START TONIGHT'S MEETING, WE WANT TO WELCOME EVERYBODY TO THE FIRST WEEK OF SCHOOL. 
          AND EVEN THOUGH WE'VE JUST HAD TWO DAYS OF SCHOOL, WE ALREADY HAVE STUDENTS AND STAFF TO RECOGNIZE. DR. AZAIEZ AND TRUSTEES, COULD YOU PLEASE COME TO THE FRONT OF THE DAIS? WE HAVE ONE GROUP OF STUDENTS BEING RECOGNIZED THIS EVENING. 
          THIS GROUP WAS UNABLE TO JOIN OUR LAST BOARD MEETING IN JUNE, SO WE'RE EXCITED TO INVITE THEM TO THIS ONE TO BE RECOGNIZED. TWO WESTWOOD HIGH SCHOOL STUDENTS RECEIVED INDIVIDUAL 2026 UIL COMPUTER SCIENCE PLACEMENTS AND WERE ALSO PART OF THE 2026 UIL COMPUTER SCIENCE TEAM ALONGSIDE TWO ADDITIONAL TEAM MEMBERS WHO PLACED SECOND IN THE STATE. SO WITH THE UIL COMPUTER SCIENCE TEAM, THEIR MENTOR, CAMPUS LEADERS DR. OLDHAM AND DR. NICHOLS, PLEASE COME TO THE FRONT. WE WILL NOW MOVE ON TO STAFF RECOGNITIONS HIGHLIGHTING THE RECENT ACHIEVEMENT OR EXCITED EXCEPTIONAL STAFF. TONIGHT WE WILL RECOGNIZE FOR THE FIRST TIME TEACHERS WHO HAVE RECEIVED A TEXAS TEACHER INCENTIVE ALLOTMENT IN ROUND ROCK ISD. 
          THIS IS OUR FIRST TIME BRINGING THIS GROUP TO THE BOARD AND WE HOPE TO KEEP ADDING TO IT. TEACHERS EARN DESIGNATIONS BY EITHER BEING PART OF A NATIONAL BOARD CERTIFIED TEACHER COHORT, EARNING A RECOGNIZED DESIGNATION OR APPLYING AND BEING ACCEPTED TO A MULTI STEP SYSTEM THROUGH TIA. SO WE HAVE MORE THAN 160 EDUCATORS IN OUR DISTRICT WHO ARE IN TIA DESIGNATION. WE'LL BE RECOGNIZING THEM BY VLC. 
          FIRST, WE'RE WELCOMING OUR TIA EDUCATORS FROM THE CEDAR RIDGE LEARNING COMMUNITY. 
          PLEASE JOIN US UP FRONT FOR A PHOTOGRAPH. 
          OH, PRINCIPALS. SORRY, PRINCIPALS. IF YOU'RE HERE FROM THE CEDAR RIDGE LEARNING COMMUNITY, CAN YOU ALSO COME UP? PRINCIPALS? YES. TEACHERS? YES. IF YOU'RE A TIA DESIGNATED TEACHER FOR. YES. FOR THIS CEDAR. FOR JUST FOR CEDAR RIDGE. 
          YES. 
          GO AHEAD. NEXT UP ARE OUR TIA EDUCATORS FROM THE MCNEIL LEARNING COMMUNITY. WOULD PRINCIPALS, TEACHERS, DISTRICT LEADERS PLEASE JOIN US 
          [00:05:18]
FOR A PHOTO? NEXT UP, WE WELCOME TIA EDUCATORS FROM THE ROUND ROCK HIGH SCHOOL LEARNING VERTICAL LEARNING COMMUNITY. TEACHERS, CAMPUS AND DISTRICT LEADERS, PLEASE JOIN US FOR A PHOTO. 
          NEXT UP ARE TIA EDUCATORS FROM THE STONY POINT LEARNING COMMUNITY. CAN WE PLEASE HAVE OUR TEACHERS, PRINCIPALS AND DISTRICT LEADERS, PLEASE JOIN US FOR A PHOTO. 
          OKAY, OUR FINAL TIA GROUP FOR THE NIGHT IS FROM OUR WESTWOOD LEARNING COMMUNITY. 
          IF OUR TEACHERS, PRINCIPALS, AND DISTRICT LEADERS COULD COME UP FOR A PHOTO. 
          THANK YOU, DR. AZAIEZ, DR. 
          NICHOLS AND TRUSTEES, YOU CAN RETURN TO YOUR SEATS. WE NOW MOVE FROM RECOGNITIONS TO WELCOMING NEW CAMPUS AND DISTRICT LEADERS WHO JOINED US OVER THE SUMMER. FIRST, WE WANT TO INVITE UP AMBER SEALY, WHO WAS PREVIOUSLY A TEACHER IN AP AND IS THE NEW PRINCIPAL AT CACTUS RANCH ELEMENTARY. 
          WELL, THANK YOU. I AM AMBER SEALY AND I'M THE NEW PRINCIPAL AT CACTUS RANCH. 
          [00:10:02]
THIS IS MY 26TH YEAR IN ROUND ROCK ISD AND ALTHOUGH THIS IS A NEW ROLE FOR ME, CACTUS RANCH HAS ALWAYS BEEN MY HOME. I WAS ABLE TO BE A TEACHER FOR 20 YEARS THERE. IN THE LAST FIVE YEARS AS ASSISTANT PRINCIPAL, I EVEN HAD THE HONOR OF BEING A PARENT BECAUSE MY KIDS WENT TO SCHOOL THERE AS WELL. SO I'M BEYOND HONORED AND AND GRATEFUL TO BE ABLE TO CONTINUE MY JOURNEY AT CACTUS RANCH AT A SCHOOL THAT I LOVE SO MUCH. SO THANK YOU. 
          THANK YOU, PRINCIPAL SEALY. 
          NEXT UP, WE'RE WELCOMING DR. 
          LATOYA EASTER, WHO IS THE NEW PRINCIPAL OF THE OPPORTUNITY CENTER AND THE ELEMENTARY DISCIPLINARY ALTERNATIVE EDUCATION PROGRAMS. I AM THRILLED TO BE THE PRINCIPAL OF THE ROUND ROCK OPPORTUNITY CENTER IN ELEMENTARY DAP. 
          MY HEART IS IN THE WORK TO MAKING SURE EVERY STUDENT FEELS SEEN AND HAS A PATHWAY TO SUCCESS. I CAN'T WAIT TO CONTINUE TO SERVE THE STUDENTS OF ROUND ROCK ISD, THE COMMUNITY AND THE STAFF. 
          THANK YOU GUYS SO MUCH FOR GIVING ME THIS OPPORTUNITY. 
          THANK YOU. 
          THANK YOU. NEXT, WE'LL WELCOME TWO DISTRICT LEADERS. 
          FIRST UP IS MARK GABRYLCZYK, WHO IS THE NEW EXECUTIVE DIRECTOR OF SPORTS SPECIAL ED SERVICES. 
          THANK YOU. 
          I'M MARK GABRYLCZYK. 
          I'M THE NEW EXECUTIVE DIRECTOR OF SPECIAL EDUCATION SERVICES. 
          I'M HAPPY TO BE HERE. I'M KIND OF A STORYTELLER. SO I'M JUST GOING TO TELL YOU JUST A QUICK STORY ABOUT MYSELF. I STARTED MY EDUCATION CAREER BACK IN THE DAY AS A PARAPROFESSIONAL FOR A STUDENT WHO HAD LOW INCIDENCE DISABILITIES. PART OF THAT JOB OPPORTUNITY WAS TO GO AHEAD AND GO WITH THAT STUDENT TO THE LOCAL VIDEO STORE. MOVE THE POP FROM THE BACK OF THE COOLER TO THE FRONT OF THE COOLER. I KNOW YOU GUYS SAY COKE HERE IN TEXAS, BUT I SAY POP. BUT WITH THAT BEING SAID, THERE WERE DAYS THAT WE HAD SOME REALLY GREAT DAYS WITH MOVING THE BEVERAGE TO THE FRONT AND FACING THE LABEL TO THE FRONT FOR THE CUSTOMER TO SEE IT. AT THE ANNUAL IEP MEETING THAT I HAD WITH THE PARENTS THAT WAS PART OF THE TEAM, I WAS EXPLAINING WHAT WAS HAPPENING AND WHAT I NOTICED. AS WE WERE TALKING ABOUT HIS WORK EXPERIENCE, WHICH I WAS EXPLAINING TO THE PARENT, I NOTICED THAT THE PARENT STARTED TO WELL UP TO CRY. AND SHE SAYS, STOP, I NEED TO TELL YOU SOMETHING. 
          SHE SAYS, AT THIS PARTICULAR TIME, THIS STUDENT WAS 17 YEARS OLD. 
          HE WAS A JUNIOR IN HIGH SCHOOL. AND HE SAYS, I JUST WANT TO THANK YOU FOR MAKING MY SON FOR THE FIRST TIME FEEL LIKE HE WAS PART OF OUR COMMUNITY. SO WHAT ENDED UP HAPPENING SIX YEARS LATER, THE STUDENT ENDED UP PASSING AWAY. SO THAT EXPERIENCE WAS THE CAPSTONE OF THAT STUDENT'S LIFE AND THE WAY THAT HIS PARENTS SAW IT, THAT WAS THE CAPSTONE OF THEIR LIFE WITH THEIR CHILD. AND SO TO THIS DAY, THAT PARTICULAR STUDENT AND I'VE HAD SOME WONDERFUL LEADERS. I'VE SERVED IN SOME WONDERFUL POSITIONS, FROM A PARAPROFESSIONAL ALL THE WAY UP TO SITTING ON THE DAIS. THAT INDIVIDUAL, THAT STUDENT, STILL HAS A PROFOUND EFFECT ON ME AND MY LEADERSHIP AND WHAT WE DO FOR STUDENTS WITH DISABILITIES. 
          WITH THAT BEING SAID, THANK YOU FOR HAVING ME HERE. 
          THANK YOU, SIR. OUR FINAL INTRODUCTION FOR THE NIGHT IS OUR NEW CFO, MS. LUDIVINA CANSINO. 
          THANK YOU. MY NAME IS LUDIVINA CANSINO, AND I AM HONORED TO SERVE AS THE DISTRICT'S NEW CHIEF FINANCIAL OFFICER. AND I AM LOOKING FORWARD TO WORKING ALONGSIDE OUR STAFF, ADMINISTRATORS, AND OUR BOARD. 
          THANK YOU. 
          THANK YOU, MS. CASINO. 
          TONIGHT'S VIDEO IS A RECAP OF THE MANY 2024 BOND PROJECTS THAT WERE COMPLETED THIS SUMMER AND SOME THAT WILL CONTINUE FOR THE SCHOOL YEAR. 
          WHILE STUDENTS WERE SLEEPING IN, TRAVELING, AND ENJOYING SUMMER BREAK, OUR CONSTRUCTION CREWS WERE DEFINITELY HARD AT WORK. 
          ACROSS ROUND ROCK ISD, HARD HATS REPLACED BACKPACKS THIS SUMMER AS TEAMS CONTINUE TO WORK TO BRING THE 2024 BOND TO LIFE. FROM EARLY MORNINGS TO LATE AFTERNOONS, CREWS TACKLE PROJECTS BIG AND SMALL, MAKING SURE SCHOOLS ARE READY TO WELCOME BACK STUDENTS AND STAFF. WORK WILL CONTINUE THROUGHOUT THE SCHOOL YEAR AS WE INVEST IN THE SPACES WHERE TOMORROW'S SUCCESS BEGINS. 
          EVERY IMPROVEMENT IS ANOTHER STEP TOWARD FUTURES BUILT HERE. 
          NONE OF THIS WOULD BE POSSIBLE WITHOUT THE SUPPORT OF OUR VOTERS, BOARD OF TRUSTEES, STAFF, COMMUNITY, AND PROJECT PARTNERS. THANK YOU FOR HELPING TURN THE VISION OF THE 2024 BOND INTO REALITY. SO WHILE SUMMER MAY BE OVER, THE WORK CERTAINLY ISN'T. 
          THANK YOU SO MUCH. I WANT 
          [00:15:01]
TO SAY CONGRATULATIONS AGAIN TO ALL OF OUR TEACHERS WHO RECEIVED THEIR DESIGNATION THROUGH THE TEACHER INCENTIVE ALLOTMENT. A LOT OF WORK AND PREPARATION GOES INTO THE TEACHER INCENTIVE ALLOTMENT SO CONGRATULATIONS TO THEM ON THEIR THEIR HARD DESERVED HARD EARNED DESIGNATION. WELCOME TO MS. SEALY, AND MS. EASTER TO YOUR NEW ROLES AND WELCOME TO MR. GABRYLCZYK. WE'RE VERY EXCITED TO HAVE YOU IN THE DISTRICT AND CAN'T WAIT TO SEE WHAT YOU DO WITH OUR SPECIAL EDUCATION POPULATION. 
          AND TO MS. CONSINO, YOU ARE STEPPING INTO A VERY VERY TOUGH ROLE SO WE'RE GLAD TO HAVE YOU TO HELP US THROUGH SOME SOME CHALLENGING TIMES AND LOOK FORWARD TO WORKING WITH YOU. 
          OKAY, WE ARE GOING TO OH AND THEN ALSO THANK YOU TO THE COMMUNITY WONDERFUL UPDATES ON THE BOND. THANK YOU AGAIN TO THE COMMUNITY FOR APPROVING THE BOND AND HELPING THE FUTURE SUCCESS 
          [E.PUBLIC COMMENTS TO AGENDA ITEMS UNDER SECTIONS F, G, H, I , and K ONLY ]
OF OUR STUDENTS. WE ARE GOING TO MOVE ON TO PUBLIC COMMENT AT EACH BOARD MEETING. THE BOARD WILL SET ASIDE TIME TO AFFORD THE GENERAL PUBLIC AN OPPORTUNITY TO SPEAK ON ITEMS ON THE AGENDA. WE ASK THAT CONCERN TO COMPLAINTS REGARDING SPECIFIC INDIVIDUALS NOT BE RAISED IN THIS PUBLIC FORUM. 
          SPECIFIC CONCERNS ABOUT EMPLOYEES OR FORMER EMPLOYEES SHOULD BE CONSIDERED SEPARATELY ACCORDING TO APPLICABLE BOARD POLICIES. THE BOARD REQUESTS THAT COMMENTS, WHETHER POSITIVE OR NEGATIVE, BE COURTEOUS AND RESPECTFUL. I WOULD LIKE TO REMIND THE AUDIENCE AND THE VIEWERS THAT THE COMMENTS OF THE SPEAKERS REFLECT THEIR OWN POSITIONS OR OPINIONS. AS A REMINDER, THE BOARD ADOPTED AN ANTI HATE RESOLUTION ON JANUARY 20, 2022 WHERE THE BOARD REAFFIRMED ITS COMMITMENT TO THE WELL BEING AND SAFETY OF ALL PEOPLE REGARDLESS OF RACE, COLOR, NATIONAL ORIGIN, RELIGION, SEX, GENDER IDENTITY, GENDER EXPRESSION, SEXUAL ORIENTATION, DISABILITY, AGE OR POLITICAL BELIEFS AND STANDS AGAINST SPEECH THAT INCITES HATRED AND VIOLENCE TOWARDS ANY PERSON. PLEASE NOTE THAT WHILE THE PUBLIC DOES HAVE THE RIGHT TO SPEAK, THAT RIGHT IS NOT UNLIMITED. 
          PER TEXAS PENAL CODE 38.13, 42.01, 42.02 AND 42.05 IN TEXAS EDUCATION CODE 37.105, NO AUDIENCE MEMBER OR SPEAKER WILL BE PERMITTED TO ENGAGE IN ANY CONDUCT THAT IS DISRUPTIVE OR THREATENING TOWARD ANY SPEAKER OR OTHER PERSON OR TO VIOLATE THE PRIVACY RIGHTS OF ANOTHER PERSON. THE BOARD SHALL NOT TOLERATE DISRUPTION OF THE MEETING BY MEMBERS OF THE AUDIENCE. IF AFTER AT LEAST ONE MORE INDIVIDUAL WARNING FROM THE PRESIDING OFFICER AND ANY INDIVIDUAL CONTINUES TO DISRUPT THE MEETING BY HIS OR HER WORDS OR ACTIONS, THE PRESIDING OFFICER WILL REQUEST ASSISTANCE FROM LAW ENFORCEMENT OFFICIALS TO HAVE THE INDIVIDUAL REMOVED FROM THE MEETING. THE BOARD MAY NOT DISCUSS OR ACT UPON ANY MATTER THAT IS NOT LISTED UNDER THE ACTION ITEM PORTION OF THE AGENDA. THEREFORE, BOARD MEMBERS MAY NOT DISCUSS THE COMMENTS OF SPEAKERS. 
          PLEASE UNDERSTAND THAT A LACK OF RESPONSE FROM BOARD MEMBERS DOES NOT INDICATE AGREEMENT OR APPROVAL OF THE COMMENTS. EACH SPEAKER WILL BE GIVEN TWO MINUTES TO ADDRESS THE BOARD. 
          TRUSTEE ROSS, VICE PRESIDENT OF THE BOARD, WILL BE THE DESIGNATED TIMEKEEPER AND OUR FIRST SPEAKER. WE HAVE SEVERAL STUDENT SPEAKERS TONIGHT. OUR FIRST SPEAKER IS CARRIE QUTUGA. YOU'RE A STUDENT IN THE DISTRICT AND YOU'RE SPEAKING ON AGENDA ITEM H11. 
          GOOD EVENING, DR. AZAIEZ AND MEMBERS OF THE BOARD OF TRUSTEES. 
          MY NAME IS CARRIE KWA AND I'M A SENIOR AT CEDAR RIDGE HIGH SCHOOL, A CHILDHOOD CANCER SURVIVOR AND A GOLD OUT CO CHAIR FOR THE TEAM BROCK JUNIOR COMMITTEE. WHEN I WAS JUST THREE YEARS OLD, I WAS DIAGNOSED WITH LEUKEMIA. I WAS TOO YOUNG TO UNDERSTAND WHAT WAS HAPPENING, BUT I QUICKLY LEARNED THAT CANCER COULD CHANGE A CHILD'S ENTIRE WORLD AND THE LIVES OF EVERYONE WHO LOVES THEM. I SPENT MUCH OF MY CHILDHOOD IN HOSPITALS, GOING THROUGH TREATMENTS AND FACING UNCERTAINTY THAT NO CHILD SHOULD HAVE TO EXPERIENCE. TODAY, I'M HERE BECAUSE OF THE DOCTORS, TREATMENTS, RESEARCH, AND PEOPLE WHO REFUSE TO STOP FIGHTING FOR KIDS LIKE ME. THAT EXPERIENCE IS A BIG PART OF WHY I BELIEVE SO STRONGLY THAT CHILDREN FIGHTING KIDS CANCER DESERVE TO KNOW THAT THEIR COMMUNITIES SEE THEM, SUPPORT THEM AND ARE FIGHTING ALONGSIDE THEM. OUR TEAM BROCK JUNIOR COMMITTEE IS AN EMPOWERED GROUP OF MIDDLE SCHOOL AND HIGH SCHOOL STUDENTS WHO LEAD INITIATIVES AIMED AT IMPROVING OUTCOMES FOR CHILDREN WITH CANCER. OUR GOAL IS NOT ONLY TO RAISE MONEY FOR NEW CANCER TREATMENTS AND AWARENESS THAT KIDS DO GET CANCER, BUT ALSO TO ENSURE THAT THESE KIDS BATTLING CANCER FEEL SUPPORTED AND INCLUDED IN THEIR COMMUNITY. WE ARE HERE TODAY BECAUSE WE NEED YOUR HELP. OUR ASK IS THAT YOU ENCOURAGE EVERY SCHOOL IN ROUND ROCK ISD TO HOST GOLD OUT GAMES OR GOLD OUT EVENTS EACH SEPTEMBER IN HONOR OF CHILDHOOD CANCER AWARENESS MONTH AND TO CELEBRATE LOCAL CHILDHOOD CANCER WARRIORS. EVENTS LIKE GOLD OUT GAMES AND GOLD OUT SPIRIT DAYS SEND A POWERFUL MESSAGE THAT KIDS LIKE ME ARE MORE THAN JUST STATISTICS THAT WE MATTER. THANK YOU. 
          THANK YOU. OUR NEXT SPEAKER IS NAINA NANDIGAM. YOU'RE A STUDENT IN THE DISTRICT AND YOU'RE SPEAKING ON AGENDA ITEM H11. 
          HELLO. MY NAME IS NADA NUNDIGAM AND I'M A 10TH GRADER AT CEDAR RIDGE HIGH SCHOOL. A MEMBER OF MY SCHOOL IS CEDAR RIDGE STUCCO AND A MEMBER OF TEAM BROCK JUNIOR COMMITTEE. WHEN I WAS AN ELEMENTARY STUDENT AT BLACKLAND PRAIRIE, I LEARNED ABOUT BROCK FLEMING AND HIS BATTLE WITH BRAIN CANCER. HIS STORY STAYED WITH ME AND IT REALLY OPENED MY EYES TO THE REALITY THAT KIDS GET CANCER TOO. THAT EXPERIENCE INSPIRED ME TO JOIN TEAM BROCK JUNIOR COMMITTEE AND HELP RAISE AWARENESS AND SHOW SUPPORT FOR CHILDREN AND FAMILIES AFFECTED BY CHILDHOOD CANCER. ONE OF THE MAIN WAYS WE DO THAT IS, BY COORDINATING GOLD OUT EVENTS ACROSS ELEMENTARY, MIDDLE AND HIGH SCHOOLS. WE REACH OUT TO LOCAL SCHOOLS AND EDUCATE THEM ABOUT THE IMPORTANCE OF GOLD 
          [00:20:01]
OUT EVENTS. WE ALSO EMPOWER THEIR STUDENT LEADERS TO ORGANIZE AND LEAD THESE EVENTS IN THEIR OWN SCHOOL COMMUNITIES. THIS YEAR, WE'RE PROUD TO ALREADY HAVE 10 ROUND ROCK ISD SCHOOLS SCHEDULED TO HOST GOLDOUT EVENTS, INCLUDING CEDAR RIDGE, ROUND ROCK AND STONY POINT HIGH SCHOOLS, WALSH, RIDGEVIEW AND CHISHOLM TRAIL MIDDLE SCHOOLS AND BLACKLAND PRAIRIE, CATTLE HEIGHTS, LIVE OAK AND FOREST CREEK ELEMENTARY SCHOOLS. WE'RE PROUD OF HOW MANY SCHOOLS ARE PARTICIPATING, BUT OUR GOAL IS TO SEE EVERY ROUND ROCK ISD SCHOOL TAKE PART. THERE'S STILL PLENTY OF TIME FOR SCHOOLS TO SCHEDULE A GOLD OUT THIS YEAR OR TO CONNECT WITH OUR JUNIOR COMMITTEE AND BEGIN PLANNING FOR NEXT YEAR. 
          WE WOULD LOVE FOR THE BOARD TO ENCOURAGE STUDENT COUNCILS, FACULTY AND SCHOOL LEADERSHIP TEAMS ACROSS ROUND ROCK ISD TO CONNECT WITH US. TOGETHER WE CAN GIVE MORE STUDENTS THE OPPORTUNITY TO STAND WITH CHILDREN AND FAMILIES THAT ARE AFFECTED BY CHILDHOOD CANCER AND TURN ROUND ROCK ISD GOLD. 
          THANK YOU. THANK YOU. OUR NEXT SPEAKER IS DANYA OR DANIA GARDNER AND YOU'RE A STUDENT IN THE DISTRICT SPEAKING ON AGENDA ITEM H11. 
          GOOD EVENING. MY NAME IS DANIA GARDNER AND I'M CURRENTLY A SOPHOMORE AT CEDAR RIDGE HIGH SCHOOL. I JOINED TEAM BROCK COMMITTEE BECAUSE I SAW HOW FIRSTHAND CHILDHOOD CANCER COULD AFFECT AN ENTIRE FAMILY. 
          WHEN MY YOUNGER SISTER WAS IN SECOND GRADE, SHE WAS DIAGNOSED WITH LEUKEMIA. IT WAS SCARY WATCHING HER GOING THROUGH TREATMENTS, ESPECIALLY WHEN SHE HAD TO MISS SCHOOL AND MISS OUT ON BEING A NORMAL KID. SEEING OUR FAMILIES SURROUNDED BY FRIENDS AND PEOPLE IN OUR COMMUNITY WHO SUPPORTED US REALLY INSPIRED ME TO GIVE THAT SAME SUPPORT TO OTHER CHILDREN, FAMILIES WHO ARE FACING CHILDHOOD CANCER AND WHO DON'T ALWAYS GET THE SAME OUTCOME. EVERY YEAR, MORE THAN 15,500 CHILDREN UNDER THE AGE OF 19 ARE DIAGNOSED WITH CANCER IN THE UNITED STATES, MAKING CANCER ONE OF THE LEADING CAUSES OF DISEASE RELATED DEATH AMONG CHILDREN. AND WHILE SURVIVAL RATES HAVE IMPROVED, MORE THAN 2/3 OF CHILDHOOD CANCER SURVIVORS FACE SERIOUS LONG TERM HEALTH ISSUES FROM THEIR TREATMENT. THAT'S WHY IT'S SO IMPORTANT TO RAISE AWARENESS AND SHOW THESE KIDS THAT THEIR COMMUNITIES ARE BEHIND THEM. KIDS GET CANCER AND THEY DESERVE TO BE SEEN, SUPPORTED AND REMEMBERED. WE ARE ASKING THE ROUND ROCK ISD BOARD TO HELP US SPREAD THAT MESSAGE BY ENCOURAGING EVERY SCHOOL TO GO GOLD IN SEPTEMBER. THESE KIDS DESERVE BETTER. MY SISTER DESERVES BETTER. AND IT STARTS IN OUR SCHOOLS. 
          THANK YOU. OUR NEXT SPEAKER TONIGHT IS VERONICA MATTY. 
          YOU'RE A STUDENT IN THE DISTRICT SPEAKING ON AGENDA ITEM H11. 
          HI, I'M VERONICA MATTEY AND I'M A JUNIOR AT ROUND ROCK HIGH SCHOOL AND I'M ALSO A PROUD NEW MEMBER OF THE TEAM BROCK JUNIOR COMMITTEE. I JOINED TEAM BROCK BECAUSE CANCER HAS TOUCHED MY SCHOOL COMMUNITY AND I WANTED TO SEE MORE SUPPORT FROM MY FRIENDS ON CAMPUS. 
          TO DO THAT, OUR JUNIOR COMMITTEE PARTNERS DIRECTLY WITH STUCOS AND OTHER LEADERSHIP GROUPS TO SHARE THE IMPORTANCE OF GOING GOLD IN SEPTEMBER AND GIVING THEM ACTIONABLE IDEAS TO TURN OUR CAMPUS GOLD. THESE IDEAS INCLUDE HOSTING GOLD OUT GAMES, PROMOTING AWARENESS THROUGHOUT SCHOOL EVENTS AND NEWSLETTERS, HANGING GOLD THEMED SIGNS AND DECORATIONS IN THE HALLWAYS, AND ENCOURAGING GOLD SPIRIT DAYS. 
          WE DON'T JUST OFFER IDEAS, WE WORK SIDE BY SIDE WITH STUDENTS TO MAKE THEM HAPPEN. JUST AS SCHOOLS GO PINK EVERY OCTOBER TO SUPPORT BREAST CANCER AWARENESS, WE'RE ASKING THEM TO ALSO GO GOLD IN SEPTEMBER. 
          AFTER ALL, STUDENTS MY AGE DON'T GET BREAST CANCER. THEY GET CHILDHOOD CANCER. IF YOU'RE A PRINCIPAL, COACH, STUCCO SPONSOR, OR A STUDENT WHO WANTS TO SEE YOUR CAMPUS GO GOLD, PLEASE REACH OUT. 
          THANK YOU. 
          THANK YOU. OUR NEXT SPEAKER IS ARIANA GARCIA AND YOU'RE A STUDENT IN THE DISTRICT SPEAKING ON AGENDA ITEM H11. 
          HI, MY NAME IS ARI GARCIA AND I'M A JUNIOR AT ROUND ROCK HIGH SCHOOL. 
          I JOINED TEAM BROCK JUNIOR COMMITTEE BECAUSE I'VE SEEN FIRSTHAND THROUGH MANY YEARS OF MY EXPERIENCE HOW SICKNESS IN THE FAMILY DOESN'T ONLY AFFECT THE PERSON WHO'S SICK, BUT IT REALLY AFFECTS THE FAMILY AND PEOPLE THAT REALLY LOVE THAT PERSON. SO THROUGH THESE EXPERIENCES, I'VE SPARKED INTEREST IN MEDICINE, BUT ALSO IN HOW I CAN HELP OTHERS. 
          SO WE'RE HERE AS A COMMITTEE TODAY TO ASK THE THAT YOU CAN HELP OTHER SCHOOLS IN ROUND ROCK ISD SEE THE NEED TO GO GOLD. GOING GOLD CAN JUST SIMPLY SEEM LIKE A GOLD OUT GAME OR A SPIRIT NIGHT. BUT TO A KID GOING THROUGH CANCER, IT'S SO MUCH MORE. IT SENDS A MESSAGE OF WE SEE YOU, WE CARE FOR YOU, AND WE WANT TO BE HERE FOR YOU. IMAGINE BEING A CHILD WITH CANCER AND LOOKING OUT DURING THE GAMES AND SEEING PEOPLE WEARING GOLD FOR YOU. 
          THIS SHOWS THAT YOUR TEACHERS, THE STAFF HERE, YOUR FRIENDS, YOUR CLASSMATES, EVERYONE CARES ABOUT YOU AND WE WANT TO SUPPORT YOU THROUGH THIS TIME. SO IF YOU WANT TO LOOK@TEAMBROK.ORG THIS CAN SHOW YOU HOW YOU CAN BE MORE INVOLVED AND HOW YOU CAN HELP BRING GOLD OUT GAMES TO MORE SCHOOLS IN OUR COMMUNITY. THANKS. 
          SO THANK YOU DR. AZAIEZ AND THANK YOU TO ALL OF THE BOARD FOR 
          [00:25:01]
LETTING MY COMMUNITY COME AND HELP TALK ABOUT THIS TODAY. 
          THANK YOU. OUR NEXT SPEAKER IS MELISSA FLEMING. YOU'RE A PARENT IN THE DISTRICT SPEAKING ON AGENDA ITEM H11. 
          HI, I'M MELISSA FLEMING, ALSO KNOWN AS BROCK'S MOMMY. 
          AND I JUST PERSONALLY WANTED TO THANK EACH OF YOU FOR ADOPTING THE CHILDHOOD CANCER AWARENESS MONTH RESOLUTION. 
          SO BROCK WAS JUST FINISHING FIRST GRADE WHEN HE WAS DIAGNOSED WITH TERMINAL BRAIN CANCER. 
          IT'S SURREAL TO ME TO THINK THAT IT'S BEEN 10 YEARS WITHOUT MY LITTLE MAN, AND HE WOULD BE A SENIOR AT CEDAR RIDGE HIGH SCHOOL NOW. 
          OUR LIVES CHANGED COMPLETELY OVERNIGHT, BUT THIS COMMUNITY CAME OUT, SUPPORTED US DURING HIS BATTLE AND CONTINUE TO THIS DAY. SO IT'S BEEN IMPORTANT TO OUR FAMILY TO DO THAT TO OTHER CANCER FAMILIES IN OUR COMMUNITY. 
          SO A FRIEND OF MINE, MY BEST FRIEND, AND I FORMED THE TEAM BROCK JUNIOR COMMITTEE BECAUSE WE WANTED TO SHOW BROCK'S FRIENDS AND HIS SISTER THAT THEY CAN BE EMPOWERED TO CREATE CHANGE WHEN THEY GET KNOCKED DOWN, NO MATTER HOW BAD, JUST STAND BACK UP AND FIGHT TO CHANGE IT. 
          AND SO WE SAT DOWN WITH THE STUDENTS, ASKED THEM WHAT DO THEY WANT THEIR INITIATIVE TO BE, AND THEY WANTED TO CHAMPION THE GOLD OUT GAMES. SO LET'S BE HONEST. 
          I HAD TRIED TALKING TO THE SCHOOLS, ASKING THEM TO DO GOLD OUT GAMES FOR OUR KIDS, BUT THEY DIDN'T WANT TO HEAR FROM ME. 
          THESE GAMES THAT ARE HAPPENING IN ALL THESE SCHOOLS FOR THE PAST FIVE YEARS HAVE BEEN BECAUSE OF THESE STUDENTS AND THIS JUNIOR COMMITTEE. THEY ARE THE ONES MAKING THE IMPACT, AND I'M HONORED THAT THEY STAND AND DO THAT WITH ME. 
          SO, AGAIN, I JUST WANTED TO THANK YOU FOR ENCOURAGING THE SCHOOLS TO BE A PART OF THIS. IT MEANS MORE THAN I'LL EVER BE ABLE TO EXPRESS TO OUR FAMILY, THE 32 KIDS THAT ARE ON THE BACK OF THE GOLD SHIRTS THAT YOU SAW UP HERE, AND TO THE STUDENTS WHO ARE WORKING REALLY HARD TO MAKE A DIFFERENCE. 
          SO THANK YOU TO EACH OF YOU. 
          THANK YOU. OUR NEXT SPEAKER IS AYA MOLADINA, AND YOU ARE A MEMBER OF THE COMMUNITY SPEAKING ON AGENDA ITEM. I2, TOO. 
          GOOD EVENING, PRESIDENT MARKUM, VICE PRESIDENT ROSS, AND TRUSTEES. MY NAME IS AYAN MOLEDINA. I AM HERE TO DISCUSS ONE OF THE RECOMMENDATIONS THAT I HELPED CREATE AS A MEMBER OF THE SCHOOL HEALTH ADVISORY COUNCIL THIS YEAR. 
          AS MANY OF YOU KNOW, MENTAL HEALTH AND SUICIDE PREVENTION ARE VERY IMPORTANT ISSUES TO ME, AND THEY ARE THE REASON THAT I DO THE WORK THAT I DO. I GET UP IN THE MORNING, AND THEY ARE THE REASON I STARTED WORKING IN THE POLICY SPACE IN THE FIRST PLACE. SEVERAL YEARS AGO, I WAS DIAGNOSED WITH MAJOR DEPRESSIVE DISORDER, AND IT MADE IT A STRUGGLE TO GO THROUGH THE DAY, ATTEND CLASS, AND EVEN GET UP AND BRUSH MY TEETH. THERE WERE TIMES WHERE IT BECAME TOO MUCH, AND I TRIED TO TAKE MY OWN LIFE. 
          BUT I SURVIVED, AND I'M STANDING IN FRONT OF YOU TODAY, STILL IN PAIN, BUT KNOWING THAT THERE'S A REASON I SURVIVED AND TO HELP OTHER YOUNG PEOPLE GOING THROUGH THE SAME THING. 
          AS A SHAC MEMBER, I FOUND OUT THAT THERE IS NO SUICIDE PREVENTION EDUCATION FOR STUDENTS IN ANY GRADE LEVEL AT RRISD. 
          THIS WAS VERY CONCERNING TO ME BECAUSE STUDIES HAVE SHOWN THAT TALKING ABOUT SUICIDE DOES NOT PUT THE IDEA INTO ANYONE'S HEAD. RATHER, IT CREATES A SENSE OF RELIEF ON PEOPLE CONSIDERING IT BECAUSE IT SHOWS THEM THAT SOMEONE UNDERSTANDS THEIR STRUGGLES. 
          SUICIDE IS THE SECOND LEADING CAUSE OF DEATH AMONG YOUNG PEOPLE AGES 10 THROUGH 24, AND IT IS ALSO THE MOST PREVENTABLE TYPE OF DEATH IF STRUGGLING INDIVIDUALS ARE EDUCATED ABOUT RESOURCES AVAILABLE TO THEM. OUR SHAC RECOMMENDATION SAYS THAT THE DISTRICT SHOULD ADOPT A COMPREHENSIVE CURRICULUM FOCUSED ON SUICIDE PREVENTION, INCLUDING RISK FACTORS, PROTECTIVE FACTORS, AND WARNING SIGNS. IT NOTES TEEN MENTAL HEALTH FIRST AID, WHICH IS A COURSE DEVELOPED BY THE NATIONAL COUNCIL ON MENTAL WELL BEING AS AN EXAMPLE. 
          IT IS A COURSE THAT EDUCATES STUDENTS ON HOW TO NOTICE SIGNS OF SUICIDALITY AND MENTAL HEALTH STRUGGLES IN THEIR PEERS AND HOW THEY CAN HELP REFER THEM TO A TRUSTED ADULT. I AM GRATEFUL THAT THE DISTRICT RESPONDED BY SAYING THAT THEY WILL EXPLORE SUCH OPTIONS, AND I URGE YOU ALL TO MAKE THIS A TOP PRIORITY SINCE THE LIVES OF OUR CHILDREN ARE ON THE LINE. 
          THANK YOU. 
          THANK YOU. OUR LAST SPEAKER TONIGHT IS APRIL RUBASOFF, AND YOU'RE A PARENT IN THE DISTRICT SPEAKING ON AGENDA ITEM G3. HI, EVERYONE. I WANT TO BE CAREFUL NOT TO ARGUE THAT MY OWN CHILD'S EXPERIENCE IS SAYS SOMETHING ABOUT EVERY CHILD, BUT I DO THINK HER EXPERIENCE IS WORTH SHARING. MY DAUGHTER IS ACADEMICALLY SUCCESSFUL AND LOVE SCHOOL, HAS STRONG STAR SCORES. SHE'S A SOCIAL BUTTERFLY. SHE LOVES LEARNING AND SHE LOVES SCHOOL. 
          BUT THERE'S ONE THING THAT SHE HATES, AND IT'S I READY. SHE FINDS IT MISERABLE. I REMEMBER DRIVING HER TO SCHOOL AFTER SHE'D BEEN SICK FOR TWO DAYS, AND SHE SAID, OH, MY GOSH, MOM, I DON'T HAVE MY REQUIRED MINUTES AND I'M GONNA MISS FUN PROJECT FRIDAY. AND I THOUGHT, WHY WOULD YOU MISS FUN PROJECT FRIDAY FOR YOUR COMPLIANCE MINUTES? IN THIS OTHER, YOU KNOW, THIS OTHER THING THAT SEEMS VERY SEPARATED FROM THE ROUND ROCK ISD CURRICULUM, IT SEEMS A LITTLE BIT RANDOM, 
          [00:30:01]
AND IT JUST SEEMS LIKE THEY'RE. THEY'RE COUNTING DOWN THEIR MINUTES. I'M NOT AGAINST ASSESSMENT TOOLS FOR KIDS, BUT IT SEEMS LIKE YOU JUST HAD A WHOLE BUNCH OF TEACHERS WALK IN HERE WHO WE ALL APPLAUDED AND WE THINK ARE REALLY AWESOME AND THAT THEY COULD DO A LOT MORE WITH THESE KIDS THAN I READY. 
          AND I ALSO JUST WANT TO SAY THAT LOOKING AT THE IMPROVEMENTS THAT I READY, YOU KNOW, SHOWS LIKE, OH, YOU CAN GET BETTER STAR SCORES, THEY DON'T SHOW THAT MUCH MORE IMPROVEMENT THAN OTHER METHODS THAT TEACHERS COULD USE. AND SO I JUST HOPE YOU CONSIDER THAT MAYBE IREADY ISN'T PERFECT FOR EVERY CHILD. I HAVE A FIRST GRADER HEADING INTO THE GAUNTLET RIGHT NOW. 
          SHE DOESN'T WANT TO DO I READY. SHE WANTS TO BE WITH A TEACHER. SHE WANTS TO RAISE HER HAND AND TALK TO HER FRIENDS AND MAKE PUPPET SHOWS AND DO OTHER THINGS. AND SO I JUST HOPE YOU CONSIDER THAT IT'S PROBABLY NOT THE BEST FOR EVERY KID AND CONSIDER ALTERNATIVES WITH YOUR AMAZING TEACHERS. 
          THANK YOU. 
          THANK YOU. THAT CONCLUDES PUBLIC COMMENT. BEFORE WE MOVE INTO SUPERINTENDENT REPORTS, I JUST WANT TO DRAW YOUR ATTENTION TO SOMETHING ON THE AGENDA AND JUST THROW OUT A FEW CAUTIONS. SO WE'VE STARTED BOLDING ANY AGENDA ITEMS. YOU'LL NOTICE THAT THE FIRST TWO SUPERINTENDENT REPORTS ARE BOLDED. WE STARTED BOLDING AGENDA ITEMS THAT ARE RELATED TO STUDENT OUTCOMES JUST TO HELP US BETTER TRACK SINCE WE HAVE WAIVED OUR TIME LIMIT FOR ANY AGENDA ITEM RELATED TO STUDENT OUTCOMES. SO THAT WILL HELP US KEEP TRACK OF THAT A LITTLE BIT BETTER. 
          AND THEN WE DO HAVE A VERY LONG AGENDA TONIGHT. WE HAVE SEVERAL LENGTHY REPORTS. A LOT OF GREAT INFORMATION IN THEM. I KNOW ADMINISTRATION IS GOING TO MOVE THROUGH THEM AS QUICKLY AS POSSIBLE. SO JUST EVEN THOUGH WE'VE WAIVED THE TIME LIMITS, JUST BE CAUTIOUS OF AND COGNIZANT OF HOW MANY QUESTIONS YOU'RE ASKING AND COMMENTS YOU'RE MAKING BECAUSE WE WILL BE HERE LONG INTO THE NIGHT. I WANT US TO HAVE A GREAT, MEANINGFUL, THOROUGH DISCUSSION, BUT I ALSO WANT US TO BE ABLE TO BE PRESENT AND AWAKE DURING THOSE CONVERSATIONS AND MAKE SURE WE CAN GET TO ALL 
          [F.SUPERINTENDENT REPORTS]
OF OUR BUSINESS. SO WITH THAT SAID, I AM GOING TO TURN IT OVER TO DR. AZAIEZ. 
          THANK YOU, PRESIDENT MARKUM, BOARD MEMBERS, COMMUNITY MEMBERS AND STAFF. 
          WELCOME BACK, EVERYBODY. I DON'T KNOW IF YOU KNOW, BUT THIS IS DAY TWO FOR OUR STUDENTS AND OUR TEACHERS CAME BACK LAST WEEK. SO WE'RE EXCITED ABOUT SEEING EVERYBODY BACK. 
          WE ARE UP TO A HOPEFULLY GREAT START. 
          EVERYBODY RIGHT WITH THINGS ARE GOING WELL. SO WE HAVE SEVERAL REPORTS, LIKE PRESIDENT MARKUM WAS SAYING. 
          SO WE'RE GOING TO START TALKING ABOUT OUR BOARD. STUDENT OUTCOME. GOAL THREE AND GOAL PROGRESS MEASURE REPORT WILL BE OUR FIRST ITEM. REMEMBER, WE HAVE THAT MODERN CALENDAR. AND SO IN THE MONTH OF AUGUST, THAT'S WHAT WE HAVE SCHEDULED FOR US TO PRESENT TO OUR BOARD AND THE COMMUNITY ABOUT. I ALSO WANT TO REMIND OUR BOARD MEMBERS THERE WERE SOME CHANGES TO THE WAY SOME OF THESE THINGS ARE CALCULATED OR DETERMINED. 
          MORE CHANGES. TIA IS PROPOSING EVEN MORE CHANGES COMING OUR WAY. AS YOU KNOW, WHEN WE WORKED ON NEXT YEAR, THIS YEAR AND NEXT YEAR GOAL THREE, WE HAD TO KIND OF PAUSE FOR A LITTLE BIT BECAUSE OF ALL THE CHANGES THAT TIA IS PROPOSING. SO AS I SAID SO WE HAVE SOME PRESENTATION ABOUT LAST YEAR GRADUATES NUMBERS. 
          REMEMBER THIS IS ALSO PROJECTED NUMBER. TIA WON'T RELEASE THOSE NUMBERS. SO FINAL NUMBER UNTIL NEXT YEAR. IT'S ALWAYS ONE YEAR IN THE REAR. SO WITH US IS DR. NICHOLS. NAT WILL BE PRESENTING OVER GOAL THREE AND WILL TAKE US THROUGH IT. 
          GO AHEAD. PERFECT. THANK YOU DR. 
          AZAIEZ. AND FOR EVERYONE IN THE AUDIENCE AND ALSO VIEWING OR LISTENING AT HOME, AGAIN, WELCOME TO THE SECOND DAY OF SCHOOL. WE'RE VERY EXCITED TO BE BACK. WE LOVE SEEING OUR STUDENTS, WE LOVE SEEING THE SMILING FACES ON ALL OUR TEACHERS AND STAFF AND IT'S GOING TO BE AN ABSOLUTELY AMAZING SCHOOL YEAR. 
          WE'LL BE PRESENTING TONIGHT. 
          ONE OF THE THINGS IS ON BOARD, GOAL THREE AND AS WE SPOKE ABOUT IT'S GOING TO BE ON COLLEGE CAREER AND MILITARY READINESS. THIS IS THE END OF THE YEAR UPDATE BECAUSE WE ARE STILL RECEIVING DATA OVER THE SUMMER. THAT'S WHY THAT THIS IS LOCATED IN THE MONTH OF AUGUST. 
          BUT IT'S PRETTY MUCH TALKING ABOUT THE RESULTS FOR THE CLASS OF 2025 AND 2026. SO LET'S GO AHEAD AND GET GOING. AS WE KNOW, ONE OF THE THINGS THAT HAS BEEN VERY IMPORTANT TO OUR COMMUNITY AT LARGE IS THE IDEA OF HAVING OUR STUDENTS GRADUATE COLLEGE, CAREER AND MILITARY READY. 
          WE'VE SPOKEN ABOUT THE FACT THAT REGARDLESS THAT THERE ARE THREE DIFFERENT THINGS THERE, THEY REALLY ALL MEAN THE SAME THING. CAN OUR STUDENTS READ, WRITE AND DO MATH AT HIGH LEVELS THAT WILL ALLOW THEM TO GAIN ACCESS TO GREAT CAREERS, GREAT TO COLLEGE AND ALSO 
          [00:35:02]
TO GREAT JOBS WITHIN THE MILITARY. WE LOOKED AT AS A SCHOOL DISTRICT WE'RE ALWAYS WE'RE DATA RICH BUT WE'RE ALSO LOOKING AT THIS AT HOW DOES THIS INFORM OUR PRACTICES? ONE OF THE THINGS THAT THE DATA TELLS US IS THAT IF STUDENTS EARN A SOCIALS DEGREE OR LEVEL ONE OR TWO CERTIFICATES IN HIGH SCHOOL ARE MOST SUCCESSFUL AFTER GRADUATION. THEY TALK ABOUT THE FACT THAT DUAL CREDIT IS THE MOST PREDICTIVE COURSE BASED INDICATOR OF COLLEGE OUTCOMES AND THAT STRONG PERFORMANCE ON SAT, ACT AND TSIA EXAMS LINKED TO STRONG FOUR YEAR DEGREE PATHWAYS AND COMPLETION. SO ON TOP OF WHAT OUR COMMUNITY HAS ASKED FOR US, WE ALSO LOOK AT THE DATA AND SAY THIS IS A PRIORITY FOR OUR SYSTEM TO MAKE SURE THAT THESE OUTCOMES ARE AVAILABLE AND ACCESSIBLE TO OUR STUDENTS AT LARGE. ONE OF THE DATA POINTS WE ALSO LOOK AT IS DATA FROM THE STATE ITSELF WHICH SPEAKS TO THE FACT THAT BY 2031, 72% OF ALL JOBS WILL REQUIRE EDUCATIONAL TRAINING BEYOND HIGH SCHOOL. ALSO THE FACT THAT 40% OF ALL JOBS ARE PREDICTED TO REQUIRE A BACHELOR'S DEGREE BY 2031. THIRDLY, THE FACT THAT FOR JOBS CONSIDERED GOOD JOBS, WHICH MEANS THAT A JOB THAT PAYS $43,000 OR MORE, THAT THE REQUIREMENT IS EVEN HIGHER, 85% OF THOSE JOBS WILL REQUIRE SOME KIND OF POST SECONDARY EDUCATION BY 2031. SO AGAIN, BETWEEN THE RESEARCH, BETWEEN THE DATA, WHAT SAYS THAT WHAT PEOPLE WILL NEED IN ORDER TO BE ABLE TO TAKE PART IN A STRONG ECONOMY. ALSO, AGAIN, WHAT OUR COMMUNITY IS ASKING FOR. THIS IS VERY IMPORTANT TO OUR COMMUNITY AND TO OUR SCHOOL SYSTEM THAT WE GET THESE THINGS RIGHT. 
          BECAUSE OF THIS, THE STATE HAS CHANGED WHAT OUR ACCOUNTABILITY WILL BE MOVING FORWARD FOR THE CLASS OF 2031, WHICH IS OUR CURRENT 8TH GRADERS. 
          OFTENTIMES WE BEMOAN THE FACT THAT THE STATE CHANGES THINGS. 
          IT DOES MAKE IT A LOT HARDER FOR ACCOUNTABILITY, BUT THERE ISN'T, THERE REALLY IS A METHOD TO THE MADNESS. THESE THINGS ALIGN SPECIFICALLY WITH WHAT THE STATE NEEDS TO BE VIABLE ECONOMICALLY. AND SO WHAT THEY DO, THEY TAKE THOSE STATISTICS, IT BLEEDS DOWN INTO WHAT THEY'RE ASKING OF HIGHER EDUCATION AND THEN AGAIN TO WHAT THEY'RE ASKING OF K12 EDUCATION. SO AGAIN, MOVING FORWARD, STARTING WITH THE CLASS OF 2031, WHAT THEY WILL THEN SAY IS THIS IN ORDER FOR ACCOUNTABILITY PURPOSES, THEY WILL SAY SPECIFICALLY THAT IF YOU'RE, YOU CAN EITHER GET 1.2 POINTS OR 3 POINTS PER STUDENT, AND THEY'LL ALIGN WITH THE THINGS THAT CLOSELY CORRELATE MOSTLY WITH STUDENTS BEING COLLEGE, CAREER OR MILITARY READY, WHICH IS IN THE COLUMN LABELED ADVANCED POST SECONDARY READINESS. NOW, NOT BECAUSE OF THAT. THIS HAS BEEN IN THE WORKS FOR OUR SYSTEM SINCE ABOUT 2019, WHERE WE'VE BEEN DEVELOPING PROGRAMS WHERE WE SAID IT'S NOT ENOUGH FOR US TO PLAN TO GRADUATE, BUT HOW DO WE PLAN FOR POST SECONDARY SUCCESS OF OUR STUDENT? SO BECAUSE OF THAT, MOVING FORWARD, WHAT YOU WILL SEE, STARTING WITH THE NINTH GRADE CLASS, WE'RE CHANGING OUR PROCESS. WE KNOW THAT IF WE GO AHEAD AND CREATE A PERSONALIZED GRADUATION PLAN FOR OUR STUDENTS THAT SPEAK SPECIFICALLY FOR POST SECONDARY SUCCESS AND READINESS, THAT THEY WILL OF COURSE, MEET ALL THE REQUIREMENTS FOR GRADUATION. SO WHAT ARE THE THINGS THAT WE'RE PUTTING IN PLACE? WE WANT, WE'RE CHANGING MINDSET WHERE NOW THERE HAS TO BE AN UNDERSTANDING THAT ADVANCED CLASSES ARE NOT FOR THE PRIVILEGED FEW. 
          BECAUSE OF THE THINGS REQUIRED FOR STUDENTS TO BE SUCCESSFUL POST SECONDARY, EVERY STUDENT WILL NEED TO PARTAKE IN ADVANCED ACADEMICS. THAT IS, WHAT'S THE WORD? APPROPRIATE TO WHERE THEY ARE AND WHAT THEY FEEL THEY CAN AFFORD. SO IN ORDER TO START THAT PROCESS, WE ARE CHANGING CERTAIN SYSTEMS WITHIN OUR ORGANIZATION. WHEN SEVENTH GRADE, WE HAVE A YEAR LONG CLASS CALLED NAVIGATING YOUR FUTURE. WHERE SPECIFICALLY STUDENTS WILL UNDERSTAND, NUMBER ONE, WHAT ARE THE THINGS THAT I WANT TO DO IN LIFE AND WHAT KIND OF DEGREE WILL THAT REQUIRE? WILL IT MEANS THAT I CAN GET A CERTIFICATE, A TWO YEAR DEGREE, A FOUR YEAR DEGREE, AND THEN HOW LONG AM I WILLING TO GO TO SCHOOL FOR? IT WILL THEN TAKE THAT INFORMATION AND THEN TRANSLATE THAT INTO WHAT DO WE HAVE AVAILABLE IN OUR HIGH SCHOOLS. SO TO BEGIN THAT PROCESS, WE HAVE SOMETHING CALLED COMPASS. WHAT IS A PERSONAL GRADUATION PLAN IN THAT NAVIGATING YOUR FUTURE CLASS, WHAT WILL HAPPEN IS CONTENT BY CONTENT BASED ON WHAT IT IS THEY WANT POST SECONDARY AND IT WILL HELP THEM CHART 12TH GRADE ALL THE WAY BACK TO 9TH GRADE. WHAT ARE THE SPECIFIC CLASSES THAT YOU WILL NEED TO TAKE IN ORDER TO BE MORE SUCCESSFUL? WE ALSO HAVE, THANKS TO OUR BOARD AND ALSO TO OUR COMMUNITY, OUR NEW CAREER AND TECHNOLOGY BUILDING WHERE WE'LL BE OFFERING LEVEL ONE CERTIFICATION PROGRAMS. ALSO WE HAVE SOMETHING THAT'S 
          [00:40:01]
CALLED THE COLLEGE PATHWAYS PROGRAM. AGAIN, THIS HAS BEEN IN THE MAKING FOR A LONG TIME WHEN WHERE OUR STUDENTS IN OUR COMPREHENSIVE HIGH SCHOOLS WILL BE ABLE TO EARN AN ASSOCIATE'S DEGREE OR SUBSTANTIAL CREDITS TOWARDS AN ASSOCIATE'S DEGREE. 
          HOW THIS WILL WORK IS WE'VE CREATED A CROSSWALK WITH ACC WHERE THEY WILL SAY WE WILL TAKE YOUR ADVANCED PLACEMENT TEST CREDITS, YOUR IB CREDITS, INTERNATIONAL BACCALAUREATE CREDITS ON RAMPS, OR DUAL CREDITS FROM ACC OR FROM OTHER ORGANIZATIONS AND WE'LL TURN IT INTO DUAL CREDITS FROM ACC. 
          IN ORDER THEN TO BE ABLE TO GIVE OUR STUDENTS AN ASSOCIATE'S DEGREE, THEY WILL BE ABLE TO BE ON A PATHWAY AND SAY I WANT TO CHOOSE 30 CREDIT HOURS, 42 CREDIT HOURS, OR GRADUATE WITH AN ASSOCIATE'S DEGREE WITH 60 CREDIT HOURS. AND SO IT WILL BE PRESCRIBED AND VERY EASY. IT WON'T BE SOMETHING THAT THE STUDENTS WILL HAVE TO FIGURE OUT ON THEIR OWN AND WILL BE PART OF OUR PROCESS AS OUR COUNSELORS WORK WITH OUR STUDENTS, OUR PARENTS AND OUR COMMUNITY AT LARGE. ANOTHER MAJOR CHANGE THAT WE HAVE MADE IS WITHIN OUR DASHBOARD. WE HAD SPOKEN TO THE BOARD PREVIOUSLY A COUPLE OF YEARS BACK AS FAR AS HOW WE WERE SPECIFICALLY TRACKING OUR STUDENT AND WHAT'S HAPPENING WITHIN OUR SYSTEM, WE WILL MOVING FORWARD, WE WILL BE TRACKING IN BOTH WAYS BASED ON THE OLD ACCOUNTABILITY MEASURES, BUT ALSO THE NEW DASHBOARD WILL SIMULTANEOUSLY BE ABLE TO SHOW WHETHER OR NOT OUR STUDENTS ARE MAKING THE MARK BASED ON THE NEW ACCOUNTABILITY. SO AS WE REPORT OUT MOVING FORWARD, STARTING THIS YEAR, WE'LL REPORT TO YOU BASED ON BOTH OF THOSE DIFFERENT LOOKS. SO YOU HAVE A SENSE OF HOW THIS WILL AFFECT US AS AN ORGANIZATION. AGAIN, HERE'S ANOTHER LOOK OF SOME OF THE THINGS THEY WILL TELL YOU. IT WILL TELL YOU BY GRADE LEVEL, BY LEARNING, COMMUNITY, BY CAMPUS, HOW MANY STUDENTS SPECIFICALLY ARE ACHIEVING AT THE FIRST LEVEL, THE DEMONSTRATED LEVEL, OR THE ADVANCED LEVEL. SO WE HAVE A SENSE OF HOW WE CAN WORK WITH THEM MOVING FORWARD. ALL RIGHT, SO AS WE GET STARTED TO SPEAK TO THE RESULTS THAT WE HAVE FOR THIS YEAR, THE END OF THE YEAR RESULTS, REMEMBER, BOARD GOAL THREE AGAIN SPEAKS TO COLLEGE CAREER AND MILITARY READINESS. FOR THE 2026 GOAL, THE BOARD HAS CHOSEN OVERARCHINGLY A GOAL OF 94% OF OUR STUDENTS TO BE COLLEGE CAREER AND MILITARY READINESS. 
          AND THEY HAVE BROKEN THAT DOWN BY THE DIFFERENT STUDENT POPULATIONS SAYING, HERE'S THE MARK THAT WE HAVE CHOSEN FOR EACH OF THESE STUDENTS. 
          SORRY, ONE THING I WANTED TO POINT TO EVERYONE'S ATTENTION, EVEN THOUGH IT'S FOR AUGUST 2026, FOR REPORTING OUT, THIS IS SPECIFICALLY FOR THE CLASS OF 2025. DR. 
          AZAIEZ EXPLAINED THAT THIS MEASURE IS ALWAYS ONE YEAR IN ARREARS, SO IT GETS A LITTLE BIT CONFUSING. SO KNOW THAT EVEN THOUGH IT SAYS 2026 GOAL, WE'RE ALWAYS KIND OF TOGGLING BACK AND FORTH BETWEEN TWO DIFFERENT. TWO DIFFERENT GRADUATING CLASSES. 
          HERE IS AN UPDATE AS FAR AS MOVING FORWARD WHAT THIS WILL LOOK LIKE AS WE START REPORTING OUT FOR NEXT YEAR. THIS IS THE CURRENT, AND THIS WILL BE THE LAST TIME WE'LL REPORT OUT INTO THIS FORMAT MOVING FORWARD, WE SET A GOAL. YOU'LL NOTICE HERE IT SAYS 94. AND SOMEONE MAY ASK THEN WHY WOULD YOU GO BACK DOWN TO 73? REMEMBER, THE STATE WILL BE LOOKING AT ACCOUNTABILITY DIFFERENT. 
          THE POINTS WILL COUNT DIFFERENTLY. AND SO THIS IS ALIGNED TO THE NEW ACCOUNTABILITY MEASURES AND NOT TO THE OLD ACCOUNTABILITY MEASURES. SO AS WE GO FORWARD, WE'LL ALWAYS EXPECT EXPLAINING MORE DETAIL SO THAT WAY WE ARE NOT CONFUSING EVERYONE UNNECESSARILY. SO BECAUSE OF THAT, THIS SLIDE HAS MORE INFORMATION THAN IT TYPICALLY HAS. WE HAVE FOR WHEN THE STATE GIVES US BACK OUR DATA THAT IS REPRESENTED BY WHAT'S IN ORANGE. SO YOU SEE, FOR THE CLASS OF 2023, WE WERE AT 84.4%, CLASS OF 2024, 91%, AND FOR THE CLASS OF 2025, 91.6%. AND THOSE ARE LOCKED IN. 
          AND BASED ON THE DATA FROM THE STATE, OUR LOCAL DATA FOR THE CLASS OF 2026 SO FAR IS AT 89%. IT IS ALWAYS AN ESTIMATION. WE NEVER QUITE KNOW EXACTLY WHAT THE STATE WILL HAVE. SO IT'S VERY POSSIBLE FOR THE LAST COUPLE OF YEARS IT HAS GONE UP. AND SO WE'LL SEE THEN ONCE THE STATE LOCKS IN THEIR NUMBER FOR NEXT YEAR THIS TIME, WHAT THAT NUMBER BECOMES. IF WE'RE LOOKING AT THOSE NUMBERS BASED ON THE NEW ACCOUNTABILITY RATING, YOU SEE THAT'S REPRESENTED IN BLUE, THE ACCOUNTABILITY FOR 2031, THAT 91.6 WOULD BE REPRESENTED BY A 76. AND FOR OUR CURRENT CLASS, THE CLASS OF 2026, THAT WOULD 
          [00:45:03]
BE REPRESENTED BY A 72. SO WHAT WE'LL TRY TO DO IS ALWAYS SHOW ALL THESE DIFFERENT LOOKS AS WE GET THE COMMUNITY AND THE BOARD AND EVERYONE ELSE USED TO STRADDLING BETWEEN THE OLD ACCOUNTABILITY AND THE ONE THAT WILL BE COMING UP IN 2031. 
          HERE'S A BREAKDOWN SPECIFICALLY OF THE CLASS OF 2023 GRADUATES VERSUS THE CLASS OF 2024 GRADUATES. WHAT THIS SHOWS IS BY THESE DIFFERENT STUDENT POPULATIONS WHERE THEY ENDED AND YEAR OVER YEAR COMPARISONS FOR THE BOTH FOR BOTH. AND SO WE SEE FROM 2023 GRADUATES TO 2024 GRADUATES, WHERE WE ENJOYED A BUMP IN EVERY DIFFERENT POPULATION FROM OUR ALL STUDENTS TO OUR BLACK, AFRICAN AMERICAN, HISPANIC, OUR WHITE STUDENTS. WHERE OUR CAMPUSES HAVE BEEN WORKING REALLY HARD AS FAR AS WORKING THROUGH WHAT SHOULD THESE NUMBERS LOOK LIKE? AGAIN, THESE NUMBERS ARE BASED ON THE STATE. SO THESE NUMBERS ARE LOCKED IN AND CONSISTENT AND WILL NOT CHANGE. NOW WE HAVE THE NUMBERS SPECIFICALLY AS IT RELATES FOR 2026 AND 2025. AND SO THESE AREN'T QUITE LOCKED IN YET. THEY STILL MAY HAVE SOME WIGGLE ROOM AND CHANGE IN THEM. OFTENTIMES WHAT WE DO IS AFTER THE FIRST SEMESTER WE HAVE A SENSE OF WHERE WE ARE. AND THEN AT THE END OF THE YEAR WE LOCK IN OUR NUMBERS. WE SEE OVERARCHINGLY BETWEEN 2026 VERSUS 2025 THAT OUR NUMBERS DECREASED SLIGHTLY. SO WE WENT FROM A 91 TO 89% OVERALL IN ALL STUDENTS. AND YOU SEE THAT TRAJECTORY KIND OF MATCH THROUGHOUT. THERE ARE SOME POPULATIONS WHERE YOU DON'T SEE THAT SAME NUMBER. SO YOU SEE THAT THE TREND IS REVERSED IN DYSLEXIA, SPECIAL EDUCATION, EMERGENT BILINGUAL. 
          BUT FOR THE REST OF THEM, THEY FOLLOW THE SAME TREND THAT YOU SEE IN THE ALL STUDENTS POPULATION. 
          SO LET'S GO AHEAD AND REPORT OUT BY THE THREE DISTINCT AREAS WITHIN COLLEGE, CAREER AND MILITARY READINESS. 
          THE FIRST ONE IS ADVANCED COURSEWORK. WHAT THIS LOOKS LIKE LOOKS AT IS HOW OUR STUDENTS PERFORMED IN ADVANCED PLACEMENT, INTERNATIONAL BACCALAUREATE, DUAL CREDIT AND ONRAMPS DUAL CREDIT AS IT RELATES TO ADVANCED PLACEMENT AND INTERNATIONAL BACCALAUREATE. REMEMBER, IT'S NOT THE TAKING OF THE CLASS THAT GETS YOU THE CREDIT, IT'S HOW YOU DO ON THE TEST FOR ADVANCED PLACEMENT. YOU MUST SCORE A 3 OR BETTER. FOR INTERNATIONAL BACCALAUREATE, YOU MUST SCORE A 4 OR BETTER. 
          FOR DUAL CREDIT. IT'S PASSING THE CLASS AND IT'S THE SAME THING FOR DUAL ENROLLMENT. THE DIFFERENCE BETWEEN A DUAL ENROLLMENT CLASS AND AN ONRAMPS DUAL ENROLLMENT CLASS IS THAT WITH DUAL ONRAMPS A STUDENT HAS THE CAPACITY TO DECIDE IF THEY TAKE THE CREDIT OR NOT. SO IF I TAKE THIS CLASS AND I DON'T DO WELL AND USUALLY WE RECOMMEND THIS FOR OUR STUDENTS WHERE THERE'S A FIRST TIME THEM TAKING ADVANCED COURSEWORK, THEY CAN DECIDE STILL HAVE THE EXPERIENCE OF DOING ADVANCED COURSEWORK BUT NOT HAVE IT BE DETRIMENTAL TO THEIR COLLEGE TRANSCRIPT AND THEY CAN DECIDE NOT TO TAKE THE CREDIT WHILE AT THE SAME TIME STILL GETTING HIGH SCHOOL CREDIT FOR THE COURSE. 
          SO HERE IS WHERE WE ARE CURRENTLY THE BOARD SET OF GOAL. WELL THE ADMINISTRATION GOAL PROGRESS MEASURES BELONG TO THE DISTRICT. WE SET A GOAL END OF YEAR TARGET FOR 56. IN 2024 WE WERE AT 51%. IN 2025 WE WENT TO 54%. AGAIN THOSE ARE REPRESENTED IN GOLD BECAUSE THAT IS A LOCKED IN NUMBER BASED ON THE STATE ACCOUNTABILITY DATA. THE ONE THEN IN BLUE IN ROUND ROCK ISD BLUE REPRESENTS OUR LOCAL DATA. AND RIGHT NOW IT'S WE ARE AT A 57% WHERE WE EXCEEDED THE GOALS SET IN THE GPM BY 1 PERCENTAGE POINT. SO WHAT WE'RE SEEING OVER ARSHLEY IF WHAT THE STATE COMES BACK WITH IS CONSISTENT THAT OVERALL WE ARE INCREASING AS FAR AS OPPORTUNITIES FOR STUDENTS TO TAKE ADVANCED COURSEWORK. 
          HERE'S THE BREAKDOWN BY THE DIFFERENT STUDENT POPULATIONS WE SEE WHERE CERTAIN POPULATIONS ENJOY ACCESS TO ADVANCED COURSEWORK MORE THAN OTHERS. THAT'S ONE OF THE THINGS WE HOPE TO CHANGE SPECIFICALLY IN THE INITIATIVES WE'RE BRINGING FORWARD AS FAR AS WORKING WITH STUDENTS IN A YEAR LONG CLASS, NAVIGATING YOUR FUTURE TO HELP THEM UNDERSTAND THAT ADVANCED COURSEWORK IS FOR EVERYONE AND NOT TO BE AFRAID OF IT AND TO PUT SUPPORTS IN THERE FOR THEM AS WELL. SO WE SEE RIGHT NOW WHERE YEAR OVER YEAR THE INCREASE IN HERE OUR AFRICAN AMERICAN STUDENTS, WE SEE THAT 24% OF THEM TOOK ADVANCED COURSEWORK 
          [00:50:01]
AND PASSED THE TEST. HISPANICS WERE AT ABOUT 37%. WE WERE ABOUT 62%. 
          FOR OUR WHITE STUDENTS WE WERE AT 91%. AT ASIAN STUDENTS AND ON AND ON WE SAW A SLIGHT DECREASE IN TWO POPULATIONS. THE STUDENTS WHO ARE RECEIVING 504 AND ALSO DYSLEXIA OVERARCHINGLY FROM 30 TO 8%. SO THOSE ARE DEFINITELY THINGS THAT WE LOOK INTO TO KIND OF HAVE A SENSE OF WHAT'S CAUSING THAT CHANGE YEAR OVER YEAR. SO WHEN WE LOOK INTO ADVANCED COURSEWORK SPECIFICALLY. THIS IS WHAT THE NEW GPM GOAL PROGRESS MEASURE WILL LOOK LIKE FOR 3.1. THAT 56 WILL STAY CONSISTENT EVEN THOUGH THE OVERARCHING GOAL HAS CHANGED. THE GOAL PROGRESS MEASURE WILL REMAIN THE SAME AND WE WILL MEASURE IT THE EXACT SAME WAY. NOW WE MOVE ON INTO GPM 3.2 WITH THIS MATH AND READING READY. THIS SPEAKS TO CERTAIN ASSESSMENTS THAT OUR STUDENTS TAKE IN ORDER TO SHOW COLLEGE CAREER AND MILITARY READINESS. THESE ARE THE SAT, THE ACT, THE TSIA 2 AND ALSO WE HAVE OUR STUDENTS WHO ARE IN COLLEGE PREPARATION COURSES AND ASSESSMENT NOW OVER ONE OF THE THINGS I WANTED TO POINT OUT IS I BELIEVE THE BOARD MAY ASK AS FAR AS WHAT WAS PART OF THE REASON AS FAR AS US GOING FROM A 91.6 TO 89 AND IT WAS SPECIFICALLY THE CHANGE IN THE COLLEGE PREPARATION COURSE AND ASSESSMENT. OUR STUDENTS USED TO BE ABLE IF THEY WERE IN THAT COURSE TO TAKE THE TEST MORE THAN ONCE IN ORDER TO GET THEIR CCMR CREDIT. OUR MOU WITH ACC CHANGED TO WHERE A STUDENT ONLY HAD ONE OPPORTUNITY TO TAKE THE TEST. 
          AND SO THAT REALLY IMPACTED AND KIND OF LOWERED HOW MANY STUDENTS THEN WERE ABLE TO ACHIEVE THEIR COLLEGE CAREER AND MILITARY READINESS DATA POINT. AND SO HERE'S WHERE WE SEE AND YOU SEE THE IMPACT AGAIN IN THE GPM AS WELL. 
          OVERARCHINGLY FROM 2023-25 YOU SEE AN UPWARD TRAJECTORY WHERE WE WENT FROM 72% TO ABOUT 81% AND THEN AGAIN TO ABOUT 87.6 ABOUT 88% FOR THIS SCHOOL YEAR BECAUSE OF THAT CHANGE SPECIFICALLY AS IT RELATED TO THE COLLEGE PREP COURSE. WE SEE THEN WHERE THE NUMBER TOOK A DIP DOWN TO 79% OVERARCHINGLY WHEN YOU LOOK AT THE NUMBERS THAT ALL NUMBER IS REFLECTED IN OUR DIFFERENT STUDENT POPULATIONS AS WELL AS FAR AS WHERE YOU'RE SEEING A SLIGHT DECREASE IN SOME POPULATIONS AND SOME MORE OR LESS STAY THE SAME. AGAIN, THIS GPM WILL STAY THE SAME AS FAR AS HOW IT'S BEING MEASURED. SO FOR NEXT YEAR MOVING FORWARD THE GPM WILL BE AT 80% AS THE STATE IS GOING THROUGH THE CHANGE. BASED ON OUR LAST BOARD MEETING, I THINK IN MAY OR JUNE ONE OF THE THINGS WE DISCUSSED AS FAR AS WE WILL HOLD CONSISTENTLY SOME OF THE DATA POINTS AND THE GOALS THAT WE HAVE SET FOR OURSELVES AS WE'RE GOING THROUGH THIS TRANSITION IN THIS ACCOUNTABILITY MEASURE. 
          NOW WE MOVE TO THE GPM AS IT RELATES TO COLLEGE READY AND CTE. AND SO WHAT WE'RE LOOKING AT THE PERCENTAGE OF GRADUATES WHO ARE COLLEGE READY IN CAREER AND TECHNICAL EDUCATION AND INDUSTRY BASED CERTIFICATION. 
          ONCE UPON A TIME WHAT WAS NEEDED TO EARN THIS PART OF THE DESIGNATION AS IT RELATES TO ACCOUNTABILITY, A STUDENT SIMPLY HAD TO BE IN A CTE COURSE. 
          OVER TIME THAT HAS CHANGED TO WHERE IT SAYS THAT NOW YOU HAVE TO BE A. WHAT DO YOU CALL IT? NOT A COMPLETER. WHAT'S RIGHT BEFORE THAT. ROD CONCENTRATED. 
          THANK YOU. WHERE I HAD TO TAKE AT LEAST TWO COURSES. THEN IT CHANGED TO WHERE I HAD TO BE A COMPLETER AND I HAD TO PASS AN IBC. SO UNDERSTAND EVEN IF YOU GO BACK IN THE DATA AND LOOK AT THESE NUMBERS OVER TIME, EVEN THOUGH IT SAYS THE SAME THING, HOW THEY ARE EARNING THIS DESIGNATION HAD REALLY SEVERELY CHANGED. WHEN WE LOOK AT THIS NUMBER WE FOR OUR 2223 GRADUATES THIS WAS AT 33.2%. 
          FOR OUR 2324 CLASS OF 24 GRADUATES IT DIPPED TO 32.4%. 
          AND FOR OUR CLASS OF 2025 TO 31.1%. FOR OUR SENIOR CLASS OF 2026, THE OUR CT DEPARTMENT, OUR AREA OF SUPERINTENDENTS, OUR CAMPUSES DID A GREAT JOB BECAUSE WE KNEW WE WOULD HAVE TO OFFER OFFSET THE NUMBERS FROM THE COLLEGE PREP COURSE AS WELL. AND SO WE WERE ABLE TO MOVE THAT NUMBER TO A 35% AGAIN YEAR OVER YEAR. HERE'S THE CHANGE AS 
          [00:55:01]
FAR AS WHAT IT LOOKS LIKE FOR DIFFERENT POPULATIONS AS FAR AS WHAT THEY WERE ABLE TO ACHIEVE. AND YOU SEE FOR MOST OF THESE POPULATION THERE HAS BEEN AN INCREASE. WE ONLY HAVE A COUPLE OF POPULATIONS. I'M ONLY SEEING FOR OUR AFRICAN AMERICAN POPULATION WHERE WE WENT FROM 19 TO 15%. BUT OVERARCHINGLY WE SEE THE INCREASE IN THE ALL POPULATION REFLECTED IN ALL POPULATIONS AS WELL. 
          AGAIN, HERE'S WHAT THE NUMBERS WILL LOOK LIKE MOVING FORWARD AS HOW WE WILL MEASURE INDUSTRY BASED CERTIFICATIONS IN FUTURE PRESENTATIONS. AND THAT IS IT. I WELCOME ANY QUESTIONS. 
          I'M GIVING YOU A SECOND. 
          TRUSTEE WEI, CAN YOU GO BACK TO SLIDE NUMBER 17? OKAY. THE GOAL FOR 2026 IN MY BINDER IS 40%. 
          BUT HERE YOU SAY 56%. I THINK YOU SAID GO TOO HIGH. NO, JUST KIDDING. I THINK IT SHOULD BE 40% AND YEAH, I THINK I'LL GO AHEAD AND DOUBLE CHECK THAT DOCTOR WAY WE DO BETTER. 
          YEAH, THANKS. 
          TRUSTEE ROSS, I HAD TWO QUESTIONS ABOUT FUNDING. IT'S OKAY IF YOU DON'T KNOW THE ANSWER. IT'S JUST. I HEARD AN INTERESTING NEWS STORY ON MONDAY. SO HISTORICALLY, IF I REMEMBER, SCHOOL DISTRICTS USED TO GET MONEY AND I'M TALKING LIKE WHEN I STARTED TEACHING MANY MANY YEARS AGO FOR ADVANCED CLASSES. 
          DO. 
          DOES THE STATE PROVIDE ANY EXTRA. THEY PUT ALL OF THIS ON US. ARE THEY PROVIDING ANY EXTRA FUNDING OR ANYTHING FOR ADVANCED COURSE COURSES? SO IT'S NOT SPECIFICALLY WHERE WE GET EXTRA MONEY FOR ADVANCED COURSES. WE GET. 
          WE ALL CAMPUSES, ALL DISTRICTS EARN MONEY BASED ON OUTCOMES HOW OUR STUDENTS DO. SO THEY SEPARATE IT BY THE POPULATION. SO THERE IS WHEN WE HAVE STUDENTS WHO ARE TAKING FOR, FOR CCMR, OUR OUTCOMES FOR CCMR. SO FOR DIFFERENT POPULATIONS, SO THERE'S A DIFFERENT RATIO FOR STUDENTS WHO ARE IN SPECIAL EDUCATION. SO EACH POPULATION WILL HAVE A DIFFERENT AMOUNT WE WOULD GET IF THEY ACHIEVE A CERTAIN AMOUNT BASED ON CCMR. SO IT'S NOT JUST BY CTE OR ADVANCED COURSES, IT'S SPECIFICALLY THE CCMR OUTCOMES AND HOW OUR STUDENTS DO. 
          OKAY. AND THEN THE OTHER THING IS, I KNOW A LOT OF THESE IS THROUGH PARTNERSHIPS WITH, YOU KNOW, ACC, FOR EXAMPLE, UNIVERSITY OF TEXAS. AND THIS IS WHERE THE NEWS WAS KIND OF INTERESTING THAT THE STATE HAD KIND OF PUT ON TO OUR COMMUNITY COLLEGE THIS EXPECTATIONS TO GET OUR STUDENTS READY. 
          RIGHT. AND THEN THEY WERE SUPPOSED TO BE FUNDING THAT. 
          AND THEN IT HAS COME UP THAT THEY HAVEN'T FUNDED IT APPROPRIATELY. AND I WAS WONDERING, DO YOU SEE THAT BEING. AND AGAIN, IT'S OKAY IF YOU DON'T HAVE AN ANSWER, BUT AN ISSUE MOVING FORWARD IF THAT CONTINUES, IF LIKE SAY ACC ISN'T GETTING THE FUNDING FOR THE PARTNERSHIPS THAT WE ARE GETTING. IS THAT HOW IT WORKS OR. I LIKE YOUR FACE. 
          GO AHEAD. 
          SO THERE WAS. THAT'S A VERY GOOD QUESTION, ACTUALLY. SO THEY'RE THE WHAT THE ILLUSTRATORS ARE MOVING AND THEY STARTED MOVING. ACTUALLY STARTED IN LAST SESSION IS MOVING LIKE COMPLETION BONUS, MEANING IF AZ SITS IN AN ICC COURSE OR TWO COURSES OR WHATEVER, THEY MAY NOT NECESSARILY GET THE MONEY, BUT IF AZ COMPLETES ASSOCIATE DEGREE WITH THEM, THAT'S WHEN THEY GET FUNDED FOR ALL MY STUDIES. SO THEY'RE MOVING TOWARD LIKE HAVING LIKE YOU GOTTA COMPLETE IT TO EARN THE MONEY. AND SO THAT'S WHY LIKE ACC HAS BEEN A GREAT PARTNER. I'M NOT GONNA SAY THAT AND THIS IS THE CASE, BUT THAT'S WHY YOU SEE MORE COMMUNITY COLLEGE, MORE UNIVERSITY NOW THEY'RE TRYING TO KIND OF MAKE SURE THAT STUDENTS NOW NOT ONLY START CLASSES, TAKE CLASSES, BUT ALSO COMPLETE THEIR ASSOCIATE DEGREE OR THE BACHELOR DEGREE, BECAUSE THAT'S HOW THEY'RE GOING TO MOST LIKELY BE FUNDED FOR EVERYTHING MOVING FORWARD. 
          AND SO WITH US WHAT THEY ARE INTERESTED. AND AGAIN, ACC IS AGAIN NOTHING BUT GREAT THING TO SAY ABOUT OUR PARTNERSHIP WITH THEM. BUT I THINK WHAT THEY WANT IS MORE US WORKING WITH THEM. REMEMBER NATALIE TALKING ABOUT US OFFERING ASSOCIATE DEGREES THAT WILL BE IN COLLABORATION WITH AUSTIN COMMUNITY COLLEGE. SO AS WE WORK TOGETHER WITH THEM, IF OUR STUDENTS COMPLETE ASSOCIATE DEGREES, OBVIOUSLY THAT'S GOOD FOR OUR PARENTS FOR OUR STUDENTS BECAUSE THEY'RE AHEAD AND THEY'RE SAVING MONEY. 
          BUT ALSO AUSTIN COMMUNITY COLLEGE WILL GET SOME FUNDING THROUGH THOSE MECHANISMS TOO. 
          BUT WE'RE NOT DOING IT OBVIOUSLY FOR ICC, 
          [01:00:01]
JUST A WIN WIN SITUATION FOR THE PARTNERSHIP. 
          BUT REALLY WE'RE DOING IT FOR OUR STUDENTS AND THEIR PARENTS AND FAMILIES. 
          SO AS YOU ASKED ME THE QUESTION AND SHE SAID SHE DIDN'T LIKE MY FACE, I SAID, I LOVE YOUR FACE BECAUSE YOU WERE LIKE, LADY. 
          WHAT? NO. AND SO I GUESS WHAT I WAS MORE SO REACTED TO WAS THE FACT THAT THE FUNDING ITSELF DOES NOT AFFECT US. SO THAT PART OF THE QUESTION. SO NOTHING ABOUT OUR PARTNERSHIP, WHERE WE NOW HAVE LACK OF PARTNERSHIPS AND LACK OF FUNDING AS IT RELATES TO US, AS DR. AZAIEZ EXPLAINED, IS NOW THEY HAVE OUTCOME BASED FINANCE WHERE IF THEY DON'T DELIVER A CERTAIN AMOUNT OF GRADUATES, THEN THEIR FUNDING IS BASED ON THAT. WHERE IT WASN'T THAT WAY BEFORE FOR HIGHER EDUCATION. 
          BUT THE PARTNERSHIP BETWEEN THEY AND THE DIFFERENT DISTRICTS REMAINS THE SAME. BUT THEY'RE NOW MORE INCENTIVIZED TO MAKE SURE THAT, WHAT DO YOU CALL IT, THE STUDENTS GOING FROM US TO THEM AND HAVING PARTNERSHIP WHILE THE STUDENTS ARE STILL IN HIGH SCHOOL. THEY'RE MORE INCENTIVIZED TO MAKE SURE THAT HAPPENS. 
          BECAUSE WHAT THE DATA SHOWS IS IF A STUDENT STARTS THOSE ADVANCED MEASURES, THAT THEY WILL CONTINUE THERE AND THERE'S A HIGHER CHANCE THAT THEY'LL BE ABLE TO FINISH BECAUSE THEY ALREADY HAVE SOME CREDITS UNDER THEIR BELT. 
          YEAH, I THINK WHAT THE NEWS ARTICLE SAID THAT IT WAS JUST THAT THE COMMUNITY COLLEGES ARE OVER PERFORMING. THEY'RE DOING AN EXCELLENT JOB PROBABLY WITH PARTNERSHIPS LIKE WHAT WE HAVE. 
          RIGHT. 
          AND THE STATE HADN'T PLANNED FOR THAT OVER PERFORMANCE. SO I WAS JUST A LITTLE WORRIED IF IT WOULD AFFECT US AT ALL. 
          THANKS. 
          TRUSTEE LANDRUM, I HAVE TWO QUESTIONS ABOUT SLIDE 18. 
          FIRST QUESTION IS, AND I MIGHT NEED TO GET CONSENSUS FOR THIS, BUT JUST LOOKING AT THESE DISPARITIES IN ALL THESE STUDENT GROUPS, WOULD IT BE POSSIBLE TO GET THE BREAKDOWN OF MALE FEMALE TO SEE. I DON'T KNOW IF I HAVE CONSENSUS FROM THE REST OF THE DAIS THAT JUST IN A BOARD UPDATE WHAT THE BREAKDOWN ON MALE FEMALE TAKING OUR ADVANCED COURSEWORK WOULD BE. 
          IS THAT POSSIBLE? ABSOLUTELY POSSIBLE. I'M GOING TO ASK YOU A QUESTION. 
          YES, MA'. 
          AM. WHO DO YOU THINK IS RIGHT NOW COMING OUT AHEAD? NO, I'M REALLY CURIOUS TO SEE WHAT YOU THINK. 
          GIRL POWER. 
          ABSOLUTELY. I REALLY DON'T KNOW REALLY AND TRULY. ONCE UPON A TIME, BECAUSE FOR ADVANCED COURSEWORK, ESPECIALLY IN STEM WAS PUSHED MORE SO FOR YOUNG MEN, THEY WERE OUTPACING FEMALES. 
          DISTRICTS AND SCHOOLS HAVE NOW REALLY MADE A CONCERTED EFFORT TO MAKE SURE THAT OUR FEMALE STUDENTS UNDERSTAND THAT THEY CAN BE IN THOSE SPACES TOO. 
          AND THESE ADVANCED COURSES ARE FOR THEM AS WELL. SO RIGHT NOW, WHAT WE'RE ACTUALLY SEEING, BUT WE WILL GET YOU THE SPECIFIC DATA THE BOARD WISHES, IS THAT YOUNG LADIES ARE OUTPACING GUYS AS FAR AS THE PERCENTAGE OF THEM WHO ARE ADVANCED COURSEWORK, BUT ALSO THE PERCENTAGE OF THEM WHO ARE GOING TO COLLEGE, STUDENTS STAYING IN COLLEGE AND GRADUATING FROM COLLEGE. 
          THAT'S INTERESTING INFORMATION. 
          OKAY, THANK YOU. 
          AND THEN MY SECOND QUESTION IS ABOUT THE DISPARITY IN THE STUDENT GROUPS IN THIS SLIDE. BACK IN 2019, WE HAD AN AREA SUPERINTENDENT OF THE STONY POINT LEARNING COMMUNITY DO A REAL BIG INITIATIVE PUSH ON GETTING ADVANCED MATHEMATICS IN THE MIDDLE SCHOOL. I DIDN'T KNOW SHE'S WEARING ALL WHITE TONIGHT, BUT I JUST WONDERED IF WE HAD A CONCERTED EFFORT IN HOW TO INCLUDE. BECAUSE IT'S REALLY CONFUSING WITH ALL THE OTHER OPTIONS. 
          AND ARE WE DOING ANYTHING SPECIFICALLY TO TRY AND ENGAGE AT THE CAMPUS LEVEL, STUDENTS FROM ALL BACKGROUNDS INTO OUR ADVANCED COURSEWORK? AND IF WE ARE, WHAT ARE WE DOING? SO WE HAVE SOME IMPORTANT, SOME GREAT NEWS TO REPORT. I WAS TRYING TO KEEP IT SHORT AND GET THROUGH IT, BUT SO WE STILL CONTINUE OUR INITIATIVE WITH THAT. DR. AZAIEZ, WE'RE TALKING, AND WE'RE ALSO CELEBRATING WITH THE TEAM THAT RIGHT NOW 61% OF OUR STUDENTS IN EIGHTH GRADE ARE IN VAST COURSEWORK COMING UP RIGHT BEHIND THEM AS A DISTRICT, WE'LL BE AT 66%. AND THEN COMING UP AFTER THAT FOR OUR SIX CURRENT SIXTH GRADERS WERE AT 75%. SO THOSE INITIATIVES, THE AREA SUPERINTENDENTS, THE MIDDLE SCHOOL PRINCIPALS, AND THE ELEMENTARY PRINCIPALS, IN REGARDS TO THAT FIFTH TO SIXTH GRADE TRANSITION, EVERY YEAR THEY'VE TIGHTENED UP AND MADE STRONGER. AS FAR AS WHAT THAT LOOKS LIKE, I WANT TO GO AHEAD AND SHOUT OUT TWO OF OUR CAMPUS PRINCIPALS, CHISHOLM TRAIL MIDDLE SCHOOL AND MR. STEVE SWAIN. AND ALSO WE HAVE EBONY. WHAT'S EBONY'S NEW LAST NAME? MILLER. EBONY MILLER. HERNANDEZ MIDDLE SCHOOL, THEY HAVE TAKEN, IF YOU REMEMBER A COUPLE YEARS AGO, KAREN GRAY DID A PILOT THERE IN REGARDS TO COLLEGE READINESS. AND 
          [01:05:03]
LOOKING AT WHAT WE CAN DO TO INCREASE THAT, BOTH OF THOSE PRINCIPALS THIS YEAR DECIDED TO PUT ALMOST ALL, ALL OF THEIR STUDENTS IN ADVANCED MATH. SO FOR CHISHOLM TRADE MIDDLE SCHOOL, THEY HAVE 88% OF THEIR STUDENTS WHO ARE GOING TO BE IN ADVANCED MATH. AND ONE OF THE THINGS THAT HE'S DONE IS NOT HAPHAZARDLY DONE, WHERE THESE STUDENTS WILL BE SET UP TO FAIL BASED ON THEIR SCORES. HE, THE WAY HE LOOKED AT THAT WAS WHO THEN WILL NEED ADDITIONAL SUPPORTS. 
          AND SO THE THING IS, I'M IN AN ADVANCED CLASS, BUT I WILL EITHER HAVE AN AVID CLASS OR AN INTERVENTION CLASS SPECIFICALLY FOR THE PURPOSE OF GIVING ME A SECOND DOSE SO I CAN BE SUCCESSFUL. ALSO, ONE OF THE THINGS I WANT TO SHOUT OUT WITH THAT, IT'S BASED ON ALSO A GREAT PARTNERSHIP BASED ON THE HARD WORK THAT THEIR FEEDERS HAVE DONE. YOU HAVE DEEPWOOD ELEMENTARY, BLUEBONNET ELEMENTARY, FERN BLUFF, AND THERE MIGHT BE ONE MORE THAT I'M FORGETTING THAT FEED DIRECTLY INTO THERE. AND THEY MADE A REAL GREAT PUSH TO INCREASE THE STUDENTS WHO ARE PERFORMING AT MEETS AND MASTERS WITHIN THERE IN ORDER TO MAKE THAT POSSIBLE FOR HIM AS WELL. AND IT'S CONCURRENTLY. YOU SAW THE SAME THING HAPPEN AT HERNANDEZ, I BELIEVE, IF I REMEMBER CORRECTLY, THEY'RE AT ABOUT MAYBE 80% OF THEIR STUDENTS ARE IN ADVANCED MATH IN SIXTH GRADE CURRENTLY. SO YOU HAVE SOME PEOPLE WHO ARE REALLY TAKING A STEP, GOING OUT AHEAD AND LEADING THE WAY AS FAR AS THAT WORK THAT LOOKS. 
          WORK LOOKS LIKE. AND AGAIN, NOT JUST PUTTING STUDENTS IN ADVANCED MATH COURSES, BUT BUILDING IN SPECIFIC SUPPORTS BASED ON WHAT'S APPROPRIATE TO THE STUDENTS, WHAT THINGS THAT THEY WILL NEED IN ORDER TO BE SUCCESSFUL. SO BASED ON THESE INITIATIVES AND SOME OF OUR PRINCIPALS JUST TAKING THE BULL BY THE HORN, YOU'RE REALLY SEEING WHERE OUR NUMBERS ARE GOING UP AND THEN AT THE MORE IMPORTANTLY, WHERE YOU'RE SEEING OUR MATH SCORES GO UP. THERE ARE SOME PLACES WHERE THEY PUT ALL THE STUDENTS IN THESE ADVANCED COURSES. 
          BUT THE DIFFERENT SUPPORTS BASED ON THE CURRICULUM WORK THAT WE'RE DOING, ADDING AVID WITHIN CLASSES, MAKING SURE THAT THEY CAN BE AN INTERVENTION SPACE, GETTING HELP FROM THE ELEMENTARIES AS FAR AS THEM DOING THINGS DIFFERENTLY TO MAKE SURE THEY DELIVER STRONGER STUDENTS. THOSE SYSTEMIC CHANGES AREN'T THERE. SO I'M REALLY PROUD OF OUR TEAM AS FAR AS HOW THEY'VE LET THAT WORK TO MAKE SURE THAT THAT INITIATIVE CONTINUES. 
          THAT'S REALLY GREAT INFORMATION. I DON'T KNOW IF IT'S POSSIBLE TO GET A CHART THAT LOOKS LIKE THIS FOR OUR MIDDLE SCHOOL KIDDOS JUST TO KIND OF SEE WHAT WE HAVE IN THE PIPELINE. AND I DON'T KNOW IF THAT REQUIRES A BOARD CONSENSUS TO. I DON'T WANT TO REQUIRE ANY EXTRA WORK, BUT IF IT'S EASY TO PUT THAT OUT, IT WOULD BE NICE TO KNOW, LIKE, WHAT'S. WHAT THE PIPELINE'S LOOKING LIKE. 
          RIGHT. AND SO WHAT YOU'RE ASKING FOR IS NOT JUST A CIRCLE. 
          WHAT'S HAPPENING BY CAMPUS. 
          I DON'T WANT INDIVIDUALS, BUT ALSO BY. 
          OKAY, YOU WANT THE DEMOGRAPHIC BREAKDOWN. 
          YEAH, THE DEMOGRAPHIC. I MEAN, THAT'S. I MEAN, IT'S VERY INTERESTING. THE INDIVIDUAL CAMPUSES. BUT I THINK THAT AS A BOARD WE NEED TO LOOK AT IT FROM AN EVEN LARGER VIEWPOINT. 
          AND SO LOOKING AT IT FROM A FULL DISTRICT OF. AS A CHART KIND OF LIKE THIS. AND HOW ARE WE WORKING TO INCLUDE ALL STUDENTS IN OUR ACADEMIC COURSEWORK? PERFECTLY. 
          THANK YOU. 
          YOU'RE VERY WELCOME. 
          AND BEFORE I GO TO TRUSTEE CUERO, I WOULD JUST SAY AS THE PARENT OF A STUDENT WHO HAS BENEFITED FROM MR. STEVEN SWAIN'S INTERVENTIONS AND SUPPORTS AND STRATEGIES. MY SON IS ON AN ADVANCED ACADEMIC TRACK BECAUSE OF ALL OF THOSE THINGS. OUR ADVANCED MATH TRACK BECAUSE OF ALL OF THOSE THINGS. SO VERY GRATEFUL FOR THE FORETHOUGHT IN EVERYTHING THAT'S GOING IN FROM OUR ELEMENTARIES UP THROUGH OUR MIDDLE SCHOOLS TO PUT STUDENTS WHO NORMALLY WOULD NOT BE SELECTED FOR THOSE TRACKS TO HAVE THAT OPPORTUNITY. 
          TRUSTEE CUERO, TRUSTEE LANDRUM STOLE MY QUESTION, BUT I'M GLAD TO HEAR THAT WE'RE SEEING A PROGRESSION FROM MIDDLE SCHOOL BECAUSE THAT WAS MY, MY CONCERN IS THAT PARTICIPATION IN SOME OF THESE STUDENT GROUPS ARE LACKING. 
          AND SO I WANTED TO SEE THAT. 
          BUT I WANT TO WELCOME EVERYONE BACK TO AND THANK YOU FOR BEING HERE. 
          TRUSTEE ROSS. 
          I THINK I PUSHED MY BUTTON TO TAKE IT AWAY. BUT BACK TO TRUSTEE LANDRUM'S COMMENT ABOUT TRYING TO GET SEX DIVIDED BY MALE AND FEMALE. I WOULD SAY THAT WE ALSO NEED TO ADDRESS THAT. 
          WE'VE KIND OF. THERE'S ALSO FEAR ABOUT LEAVING OUR BOYS BEHIND AS WELL. RIGHT. WHICH I KNOW YOU'RE AWARE. AND ALSO I WAS JUST TALKING TO A FELLOW OR A TEACHER PARENT IN THE DISTRICT LAST NIGHT AND WE WERE DISCUSSING HOW MY KID GOT INTO THE ADVANCED MATH WHERE WE WOULD NEVER HAVE ASSUMED SHE WAS GOING TO HEAD TO. AND BECAUSE OF THE INTERVENTIONS THAT THE DISTRICT HAD PUT IN PLACE AND SHE LIVED 
          [01:10:02]
ON ANOTHER PART OF THE DISTRICT AND SHE HAD NEVER. HER DAUGHTER, SAME AGE DIDN'T EXPERIENCE THAT. BUT NOW YOU CAN HEAR WHAT YOU GUYS ARE DOING AND I THINK THAT THAT'S AWESOME. SO I APPRECIATE IT. 
          OKAY. I DON'T HAVE ANYONE ELSE IN THE QUEUE. THANK YOU SO MUCH FOR THIS PRESENTATION. WE ARE GOING TO TAKE A FIVE MINUTE RECESS BECAUSE I BELIEVE WE NEED TO RECONFIGURE THE ROOM FOR A COUPLE OF PRESENTATIONS COMING UP. SO IT IS 6:40. WE WILL COME BACK AT 06:45. 
          AND READY TO GO. WE'RE GOING TO MOVE ON TO AGENDA ITEM F2, SPECIAL EDUCATION SERVICES UPDATE. THIS WAS AN AGENDA ITEM THAT I REQUESTED FOR A FEW DIFFERENT REASONS. 
          WE HAVEN'T HAD AN UPDATE ON SPECIAL EDUCATION SERVICES IN A LITTLE WHILE. I KNOW WE'VE HAD SOME TURNOVER AT THE TOP OF THAT DEPARTMENT. OUR INTERIM DIRECTOR, I KNOW, HAS BEEN DOING A LOT OF GREAT WORK IN THAT ROLE. 
          AND SO I THOUGHT IT WOULD BE WONDERFUL TO BRING SOME OF THAT WORK TO THE BOARD AND SHARE. 
          IN ADDITION TO THAT LAST LEGISLATIVE SESSION, THEY PASSED OUR. THE SENATE PASSED SENATE BILL 568. AND ONE OF THE PROVISIONS OF THAT BILL IS TO PROVIDE A SPECIAL EDUCATION REPORT ANNUALLY. WE DO NOT HAVE THE METRICS FROM TIA ON WHAT IS SUPPOSED TO GO INTO THAT REPORT, BUT I THOUGHT IT WOULD BE A GREAT IDEA TO BE PROACTIVE. I THINK A LOT OF THAT REPORT WILL BE TIED TO CCMR, BUT AGAIN, WE DON'T KNOW. I THOUGHT IT WOULD BE GREAT TO BE PROACTIVE AND GO AHEAD AND GET THIS OUT HERE, ESPECIALLY SINCE WE HAVE A NEW DIRECTOR TO START TALKING ABOUT THE WORK THAT WE'VE DONE AND WHERE WE'RE GOING. SO WITH THAT, I AM GOING TO TURN IT OVER TO. I'M GOING TO TURN IT OVER TO YOU, DR. AZAIEZ, BUT I KNOW WE'RE TO GOING TO GO TO RODRIGO. 
          YEAH. WELL, THANK YOU. THANK YOU FOR THAT. 
          YES. 
          SO OBVIOUSLY WE. MARK JUST JOINED US LITERALLY LIKE LESS THAN WHAT, FOUR WEEKS AGO. SO WE WANT TO MAKE SURE THAT GET HIM CAUGHT UP WITH EVERYTHING FIRST. SO WITH US IS NATALIE, DR. 
          NICHOLS AND RODRIGO. THEY WILL BE TAKING US THROUGH THIS PRESENTATION AS MARK IS TRYING TO CATCH UP AND LEARN ABOUT HOW WE DO THINGS AND HELP US MOVE FORWARD WITH OUR SPECIAL EDUCATION DEPARTMENT. THANK YOU. 
          AND RODRIGO, BEFORE YOU START, I SEE A LOT OF YOUR STAFF HERE TONIGHT, SO I JUST WANT TO SAY THANK YOU TO ALL OF YOU FOR BEING HERE TONIGHT. THIS IS A VERY LONG REPORT. I KNOW IT'S A LOT OF INFORMATION, AND WE'RE VERY GRATEFUL THAT YOU MADE THE TIME TO BE HERE TONIGHT TO PROVIDE IT. SO THANK YOU. 
          WE CAN STILL MY THUNDER ANYTIME. SO I WAS GOING TO GIVE A BIG SHOUT OUT FOR BEING HERE AND THEN JUST FOR HELPING US WITH THE REPORT AND THEN JUST FOR THE EFFORTS THAT THEY'VE. 
          THAT THEY'VE DONE AND. AND HAVE TAKEN IN THE LAST COUPLE OF YEARS. AND YOU'LL SEE A LOT OF THOSE HIGHLIGHTS HERE. SO GOOD EVENING, EVERYONE. 
          PRESIDENT MARKUM, DR. AZAIEZ AND BOARD OF TRUSTEES. MY NAME IS RODRIGO PORTILLO. I'M THE ASSISTANT SUPERINTENDENT FOR ACADEMICS. WITH ME, I HAVE THE GREAT DR. NICHOLS, MY BOSS. AND YES, MARK IS OUT HERE JUST TRYING TO CATCH UP. IT'S LITERALLY HE CAME IN FLYING, NOT EVEN WALKING, BUT HE IS CAUGHT UP NOW. AND SO WE'RE GOING TO START TODAY AND PROVIDE YOU WITH AN OVERVIEW OF THE KEY FOCUS AREAS OF SPECIAL EDUCATION DEPARTMENT WITH THE ANALYSIS OF STUDENT PERFORMANCE OUTCOMES. WE'RE GOING TO SPEAK TO SOME IDENTIFIED GAPS AND SOME OPPORTUNITIES THAT WE HAVE BEEN PRESENTED ALONG WITH THE SUMMARY OF PAST ACCOMPLISHMENTS AND FUTURE INITIATIVES. SO BEFORE WE GET STARTED, WE WANT TO TALK TO YOU ABOUT AND GROUND US IN OUR 20262027 ACADEMIC FOCUS AREAS. 
          CONTINUING WITH OUR EARLY LITERACY INITIATIVE THROUGH THE SCIENCE OF READING ENSURING THAT ALL OUR STUDENTS ARE READING ON GRADE LEVEL BY THIRD GRADE, IMPROVING OUR MATH PERFORMANCES AND THIRD THROUGH ALGEBRA ONE VIA DATA DRIVEN INSTRUCTION. THIS PROVIDES OUR STUDENTS WITH OPPORTUNITIES TO ENROLL AND BE SUCCESSFUL IN ADVANCED MATH COURSEWORK. 
          EXPANDING COLLEGE AND CAREER MILITARY READINESS. OUR GOAL IS CONTINUING TO HAVE ALL OUR STUDENTS TO GRADUATE READING, WRITING AND DOING MATH AT HIGH LEVELS AND THEN ALSO PRIORITIZING SOCIAL EMOTIONAL LEARNING TO FOSTER A SENSE OF BELONGING FOR EVERY STUDENT. CONTINUING TO PROMOTE STUDENT AGENCY, ACADEMIC PREPAREDNESS AND OPPORTUNITY KNOWLEDGE. SO HERE'S THE BOTTOM LINE UP FRONT. WE'RE ACHIEVING TOP TIER ACCOUNTABILITY. WE RANK IN THE TOP TWO OUT OF 15 SIMILAR DISTRICTS IN RESULT DRIVEN METRICS RESULTS DRIVEN ACCOUNTABILITY METRICS. WE'RE AGGRESSIVELY ADDRESSING OUR 2024 AUDIT RECOMMENDATIONS THROUGH PURPOSEFUL AND FOCUSED PROFESSIONAL DEVELOPMENT. OUR TIER FUNDING IMPLEMENTATION IS AT 65% COMPLETE. OUR STUDENTS CONTINUE TO OUTPERFORM THE STATE AVERAGE AND STAR AND EOC PERFORMANCE AND YOU WILL SEE PLENTY OF PRIDE POINTS IN SOME KEY ASPECTS OF A PROGRAM THAT CONTINUE TO IMPROVE AND GET BETTER RESULTS FOR OUR STUDENTS. TONIGHT WE'RE GOING TO COVER ENROLLMENT TRENDS, STUDENT OUTCOMES, OUR RESPONSE 
          [01:15:01]
TO OUR 2024 AUDIT, OUR CHALLENGES AND RISK AND LEGAL TRENDS, FAMILY ENGAGEMENT OPPORTUNITIES, AND THE WORK WE HAVE COMPLETED AND HAVE UNDERWAY. SO LET'S GET STARTED WITH A BREAKDOWN OF WHO WE ARE. IT IS ESSENTIAL TO LOOK AT THE BROADER LANDSCAPE OF ROUND ROCK ISD. UNDERSTANDING THE COMPOSITION OF OUR DISTRICT POPULATION PROVIDES THE NECESSARY CONTEXT FOR ALL OF OUR STRATEGIC PLANNING. 
          THIS DATA HELPS ENSURE THAT OUR RESOURCE ALLOCATION AND SUPPORT SYSTEMS ARE ALIGNED WITH THE DIVERSE NEEDS OF OUR OVER 46. I'M SORRY, THE DIVERSE NEEDS OF. OF. 
          WOW. 
          40. LET ME START AGAIN WITH OUR DIVERSE NEEDS OF THE OVER 46,000 STUDENTS WE SERVE. 
          THERE WE GO. HAVING THE BASELINE IS CRUCIAL AS WE MOVE FORWARD TO COMPARE THESE GENERAL DISTRICT FIGURES AGAINST SPECIFIC TRENDS WE ARE SEEING WITH OUR SPECIAL EDUCATION POPULATION. THIS CHART REFLECTS OUR TOTAL POPULATION AND THE BREAKDOWN OF OUR STUDENT DEMOGRAPHICS. 
          THE CHART SHOWS 2/3 OF OUR DISTRICT POPULATION IS EITHER HISPANIC OR WHITE, WITH OUR ASIAN STUDENTS REFLECTING OUR NEXT BIG STUDENT GROUP. OUR BLACK AFRICAN AMERICAN STUDENTS SHOW TO BE AROUND 7.7% OF OUR TOTALS, FOLLOWED BY STUDENTS THAT ARE MULTIRACIAL. 
          WHEN WE HOLD THE LENS UP AGAINST OUR SPECIAL EDUCATION POPULATION, WE AREN'T JUST LOOKING AT THE NUMBERS, WE'RE ANALYZING WHETHER OUR RESOURCES, INTERVENTIONS, OUR STAFFING MODELS ARE ALIGNED WITH THE SPECIFIC NEEDS OF OUR STUDENTS WITH DISABILITIES IN COMPARISON TO THE DISTRICT POPULATION, YOU'LL SEE SOME DISPROPORTIONATE DATA WHEN IT COMES TO OUR HISPANIC AND BLACK AFRICAN AMERICAN POPULATION. AS YOU WILL SEE FOLLOWING THE TREND DATA, THIS COMPARISON IS CRITICAL TO IDENTIFYING WHERE WE ARE SUCCESSFULLY NARROWING THE GAP AND WE MUST CONTINUE TO FOCUS OUR INSTRUCTIONAL EFFORTS TO ENSURE EVERY STUDENT, REGARDLESS OF THEIR UNIQUE LEARNING PROFILE, HAS ACCESS TO THE SAME HIGH QUALITY OPPORTUNITIES AS THEIR GENERAL EDUCATION PEERS. THIS SLIDE IS A CRITICAL INDICATOR OF AN EVOLVING LANDSCAPE IN ROUND ROCK ISD. WHILE OUR TOTAL DISTRICT ENROLLMENT HAS SEEN A SLIGHT DECREASE OF ABOUT 1300 STUDENTS OVER THE PAST FIVE YEARS, WE ARE SEEING THE EXACT OPPOSITE TREND IN OUR SPECIAL SPECIAL EDUCATION PROGRAM. OUR SPECIAL EDUCATION ENROLLMENT HAS GROWN BY 1,340 STUDENTS, RISING FROM 10.8% TO 14.5% OF THE TOTAL POPULATION IN 2025. THIS UPWARD TRAJECTORY UNDERSCORES THE IMPORTANCE OF THE RESOURCES AND INSTRUCTIONAL PLANNING THAT WE ARE DISCUSSING TONIGHT AS WE CONTINUE TO ADAPT OUR SUPPORT SYSTEMS TO MEET THE NEEDS OF THIS GROWING SEGMENT OF OUR STUDENT BODY. AND JUST AS A SIDE NOTE, AS OF AUGUST 17, 2026 WE HAVE 7,423 STUDENTS IN THE SPECIAL EDUCATION PROGRAM RANGING AROUND 16 TO 17% OF OUR TOTAL POPULATION. 
          WITH THE INCREASE IN STUDENTS NEEDING SPECIAL EDUCATION, WE HAVE ALSO SEEN AN INCREASE IN THE STUDENTS WITH INTELLECTUAL DISABILITIES IN THE PAST FIVE YEARS WITH INTELLECTUAL IN THE PAST FIVE YEARS, WHILE STUDENTS WITH AUTISM AND BEHAVIORAL DISABILITIES HAVE SHOWN AN INCREASE IN NUMBERS YET THE PERCENTAGE REMAINS CONSTANT. STUDENTS WITH PHYSICAL DISABILITIES AND NON CATEGORICAL EARLY CHILDHOOD ARE SHOWING A DECREASE SINCE 2021. 
          WHAT 2026 ALSO SHOWED US IS OUR CURRENT LOW INCIDENT DISABILITY MOVEMENTS RANGE AROUND 80 STUDENTS WITH ONLY 13 DEPARTURES. LET US MOVE TO STUDENT OUTCOMES. WE WILL BE SHARING SOME DATA WITH FOUR TO FIVE YEAR TRENDS AND SOME DATA SETS WILL COMPARE PERFORMANCE AGAINST STUDENTS NOT IN SPECIAL EDUCATION AND STATE AVERAGES. 
          OUR COMMITMENT IS TO CLOSE THE GAP AND ENSURE ALL STUDENTS WITH DISABILITIES HAVE ACCESS TO HIGH QUALITY INSTRUCTION. 
          WE'RE GOING TO START WITH EARLY LITERACY. EARLY LITERACY IS MEASURED BY MCLASS AND THE CHART HERE SHOWS OUR KINDERGARTEN, FIRST GRADE AND SECOND GRADE STUDENTS FROM 2023 END OF YEAR TO 2026 END OF YEAR. SO ONE OF OUR FIRST BIG HIGHLIGHTS IS JUST THE IMPROVEMENT OF OVER 10% IN ALL THREE CATEGORIES. THE BIGGEST ONE COMING IN KINDERGARTEN GOING FROM 43% OVER STUDENTS BEING ON GRADE LEVEL, THE PERCENTAGE OF BEING ON GRADE LEVEL IMPROVING ABOUT 18 PERCENTAGE POINTS, 13 PERCENTAGE POINTS OF FIRST GRADE AND 16 PERCENTAGE POINTS IN SECOND GRADE. SOME CONTRIBUTIONS TO THIS GO BACK TO OUR CHANGES IN OUR TIER ONE CURRICULUM, OUR SCIENCE OF READING AND PROFESSIONAL DEVELOPMENT AND TRAINING INTO THE TEACHERS AND THEN ALSO IN 2526 THIS LAST YEAR WE REVISED OUR RESOURCE CURRICULUM AND OUR PROCESS IN EARLY NUMERACY. EARLY NUMERACY IS MEASURED BY EMSWEB. YOU SEE THE SAME HIGHLIGHT. YOU SEE THE SAME TYPE OF GROWTH IN KINDER FIRST AND SECOND GRADE RANGING FROM 
          [01:20:02]
13 PERCENTAGE POINTS IN KINDER, 18 PERCENTAGE POINTS IN FIRST GRADE AND 12 PERCENTAGE GROWTH IN PERCENTAGE POINTS IN SECOND GRADE. SO AGAIN, JUST A BIG HIGHLIGHT AND A BIG SHOUT OUT TO THE DEPARTMENT AND THE EFFORTS AND OUR SPECIAL EDUCATION TEACHERS AND ALSO GENERAL EDUCATION TEACHERS WHO ARE TEACHING THE TIER ONE CURRICULUM. THIS DATA SET NOW WILL COMPARE OUR STUDENTS IN SPECIAL EDUCATION WITH THE STATE AVERAGE IN STAAR AND EOC. SO WHAT THIS CHART WILL SHOW YOU IS OUR SPECIAL EDUCATION CURRENT STUDENTS, ALL GRADES, ALL SUBJECTS. SO WE HOLD A BIG LEAD OVER THE STATE AVERAGE OF ABOUT 10 POINTS. BIG HIGHLIGHT IF YOU GO DOWN TO 2021. FOR ROUND ROCK ISD WE HAD ABOUT 42% FOR STUDENTS ACHIEVING APPROACHES GRADE OR HIGHER AND NOW THAT NUMBER IS NOW AT 57% WHERE THE STATE AVERAGE IS AT 47%. WHEN YOU BREAK DOWN THIS DATA INTO NOW READING LANGUAGE ARTS WE STILL HOLD A NARROW LEAD OVER THE STATE. 
          BUT AGAIN WHAT YOU'RE GOING TO HEAR ME SAY OVER AND OVER IS THE BIG INCREASES THAT WE'VE MADE IN THE LAST THREE, FOUR, FIVE YEARS. SO THIS CHART SHOWS IN 2021 OUR STUDENTS PERFORMING AT 41% AT THE APPROACHES OR HIGHER IN READING LANGUAGE ARTS TO NOW AT 59% AT THE END OF 2025. WHEN IT COMES DOWN TO MATH, BIGGER INCREASES FROM 40% IN 2021 TO 60% OF OUR STUDENTS APPROACHING GRADES OR HIGHER. NARROW LEAD OVER THE STATE AT THE MEETS GRADES LEVEL OR ABOVE. AGAIN A BIG BIG NUMBER AS FAR AS LEAD WHERE WE ARE PERFORMING AT 32% AT THE END WE PERFORMED AT 32% AT 2025 FOR STUDENTS IN SPECIAL EDUCATION MEETING GRADE MEETING THAT GRADE APPROACH, I'M SORRY PERFORMING AT MEETS GRADE LEVEL OR HIGHER WHERE THE STATE IS AVERAGING ABOUT 23% OF STUDENTS. BIG INCREASES HERE AS WELL. WHEN YOU BREAK DOWN TO READING, LANGUAGE ARTS AND SPECIAL EDUCATION INCREASES FROM 23% BACK IN 2021 TO 35% IN 2025 WHERE THE STATE IS NOW AT 33%. AND IN MATH AGAIN GOING BACK TO 2021 HAVING OUR STUDENTS AT 21% TO 34% NARROW LEAD WHEN COMPARED TO THE STATE WHEN IT COMES DOWN TO KOREAN TECHNICAL EDUCATION. WHAT YOU'LL SEE HERE IS A COMPARISON OF STUDENTS IN GENERAL EDUCATION AND A COMPARISON TO STUDENTS IN SPECIAL EDUCATION. THOSE COLUMNS EACH OF THE EACH OF THE STUDENT GROUPS WHICH ARE THE STUDENT ROLE WILL BE COMPARED TO THE STUDENTS TOTAL STUDENTS ENROLLED, THE NUMBER OF ENROLLED IN A CT COURSE, STUDENTS EARNING AT LEAST ONE IBC AND STUDENTS WITH COMPLETER STATUS. SO AS DISCUSSED EARLIER, COMPLETER STATUS MEANS WHERE STUDENTS ARE TAKING THREE OR MORE COURSES FOR FOUR OR MORE CREDITS WHERE AT LEAST ONE OF THOSE COURSES COMES AT LEVEL THREE OR LEVEL FOUR. 
          ASKED TO FIND MY TEA AND AGAIN PASSING THAT IBC INSTRUCTIONAL THE STRUCTURE OF THE INDUSTRY BASED CERTIFICATION THE RULES HAD CHANGED GOING BACK TO SEVERAL YEARS AGO. WE'RE IN 2023 THEY WERE ONLY ACCOUNTING FOR THE IBC ONLY AS DR. 
          NICHOLS DISCUSSED EARLIER GOING TO TWO LEVEL TWO COURSES AND ALIGNED IBC AND THEN GOING TO THE CONCENTRATOR WITH AN IBC AND THEN LAST YEAR NOW GETTING YOUR CCMR POINT THROUGH THE COMPLETER OF THE IBC. THE NUMBERS THAT YOU SEE ARE TRUE COMPLETER STATUS. THIS IS NOT JUST GOING BY THE RULES, IT'S GOING BY THE TRUE COMPLETER STATUS GOING BACK TO 2023. SO WHAT YOU'LL SEE IS IN 2023 YOU'LL HAVE YOU HAD ABOUT 2300 STUDENTS OR 18% OF OUR STUDENTS IN GENERAL EDUCATION MEANING A TRUE COMPLETER STATUS. AND THEN THAT MOVING UP TO ABOUT 20% OF OUR STUDENTS IN GENERAL EDUCATION. GENERAL EDUCATION ON THE SPECIAL EDUCATION SIDE YOU SEE 8% OF OUR STUDENTS ABOUT 106 STUDENTS IN 2023. 
          BUT THEN NOW WE HAVE ABOUT 138 STUDENTS IN 2026 ABOUT 9% OF OUR STUDENTS IN SPECIAL EDUCATION COMPLETING OR BEING A COMPLETER STATUS RECEIVING COMPLETER STATUS. OUR COLLEGE AND CAREER MILITARY READINESS IS BROKEN DOWN AS SUCH. HERE YOU'LL SEE OUR SPECIAL EDUCATION STUDENTS AGAIN COMPARED TO STATE AND ROUND ROCK ISD TO WHERE GOING BACK TO 2020 STUDENTS IN SPECIAL 
          [01:25:01]
EDUCATION WE'RE ONLY MEETING ABOUT 60 ABOUT 65% OF OUR STUDENTS COMPLETING THE COLLEGE AND CAREER MILITARY READINESS STATUS. AND NOW WE HAVE 86.5% OF OUR STUDENTS MEETING OR BEING READY IN COLLEGE AND CAREER. THE WAY IT'S BROKE THE WAY IT BREAKS DOWN IS IN TSI IN LANGUAGE ARTS, TSI MATHEMATICS OR APIB. SO YOU SEE BIG INCREASES INCREASES IN OUR OUR STUDENTS MEETING TSI CRITERIA IN LANGUAGE ARTS FROM 2023 INTO 2024 AN UPTICK ABOUT 12% PERCENTAGE POINTS. 
          THOSE STUDENTS MEETING TSI CRITERIA IN MATHEMATICS GOING FROM 19.7 IN 2023 TO 33.6% IN 2024. OUR NUMBERS IN APN IB ARE A LITTLE LOW AND WITH OUR STUDENTS IN SPECIAL EDUCATION SIMILAR IN DUAL CREDIT STUDENTS TAKING DUAL CREDIT OR ON RAMPS COURSES. YOU'LL SEE A BIG CHUNK OF OUR STUDENTS IN THE ADVANCED DIPLOMA AND MEETING THE CCMR COMPONENT IN THIS WAY. ANOTHER METRIC THAT OUR STUDENTS OR THAT OUR SPECIAL EDUCATION POPULATION IS MEASURED IS IN THIS RESULTS DRIVEN ACCOUNTABILITY. RDA. 
          YES, WE GOT ANOTHER ACRONYM. 
          THIS DOES REMAIN OUR PRIMARY EVALUATION EVALUATIVE FRAMEWORK FOR OUR PROGRAMS AND THERE WILL BE SOME CHANGES IN THE NEAR FUTURE THAT WE'LL BE TALKING THROUGH. SO WHAT IS RDA? RDA IS AN EVALUATIVE FRAMEWORK THAT MONITORS STUDENT OUTCOMES, SHIFTING THE FOCUS FROM COMPLIANCE TO ACADEMIC PERFORMANCE, SPECIFICALLY FOR SPECIAL EDUCATION, BILINGUAL EDUCATION AND OTHER SPECIAL POPULATIONS SUCH AS STUDENTS EXPERIENCING HOMELESSNESS, STUDENTS IN FOSTER CARE AND MILITARY CONNECTED STUDENTS IN SPECIAL EDUCATION. THE FRAMEWORK EVALUATES OUTCOMES, COMPLIANCE AND SERVICES FOR STUDENTS WITH DISABILITIES, WHILE OUR BILINGUAL PROGRAM IS MEASURED ON LANGUAGE PROFICIENCY AND ACADEMIC ACHIEVEMENTS. THE FEDERAL GOVERNMENT AND TEXAS USES DETERMINATION LEVELS TO DETERMINE TARGET SUPPORTS AND OR INTERVENTIONS. SO HOW DOES THIS IMPACT ROUND ROCK ISD? THE DETERMINATION LEVELS IMPOSE AN ANNUAL PERFORMANCE RATING RANGING FROM 0 TO 4, WITH A 4 INDICATING NEEDING SUBSTANTIAL INTERVENTION. THE 24 INDICATORS ARE CATEGORIZED INTO THREE DOMAINS. ACADEMIC ACHIEVEMENT, POST SECONDARY READINESS, AND DISPROPORTIONATE ANALYSIS. 
          NOW, YOU DON'T HAVE TO BE A MATH NERD TO SAY WE SAID 24 INDICATORS, BUT YOU ONLY SEE 15. THERE ARE INDICATORS WITHIN THE EIGHT INDICATORS. 
          SO THIS IS HOW WE'VE PERFORMED BACK IN 2020, 21. THE 0, 1, 2 AND 3 AND 4 ARE THE PERFORMANCE LEVELS. BACK AGAIN IN 2021, WE HAD ABOUT 20 INDICATORS WHERE WE WERE MEETING AT ZERO. 
          IN OTHER WORDS, LIKE THE A'S, THESE ARE A'S, OUR ONES ARE LIKE OUR B'S, OUR TWOS ARE LIKE OUR C'S, OUR THREES ARE LIKE OUR D'S, AND OUR FOUR ARE LIKE OUR F'S. SO OUR INDICATORS WERE BROKEN DOWN IN THIS WAY. 
          WE HAD 12 INDICATORS THAT RECEIVED A ZERO, FOUR INDICATORS THAT RECEIVED A ONE, FOUR, FIVE INDICATORS THAT RECEIVED THE TWO, AND THREE INDICATORS THAT RECEIVED THE THREE. SO NOW MOVING TO 2425. 
          NOW YOU SEE WHERE MOST OF OUR INDICATORS ARE RECEIVING A 0,4 THAT ARE RECEIVING A 1 AND 3 THAT ARE RECEIVING A PERFORMANCE LEVEL OF 2. GOING BACK TO THAT HIGHLIGHT OF BEING IN THE TOP TWO OF 15 DISTRICTS, THIS IS WHERE IT COMES FROM. 
          WE HAVE 17 INDICATORS AT ZERO WHERE MOST OF THE DISTRICTS VARY. SO THAT'S A BIG SHOUT OUT TO OUR TEAM. HERE ARE THE 17 INDICATORS WITH A PERFORMANCE LEVEL OF ZERO. SO AGAIN, OUT OF THE 24, THEY MEASURE EVERYTHING AND ANYTHING, SOME QUANTITATIVE DATA AND THEN SOME QUALITATIVE DATA. SO HERE WE RANGE FROM YEAR AFTER EXIT. STAR 3 THROUGH 8 PASSING RATE IN MATH, READING, LANGUAGE ARTS, SCIENCE AND SOCIAL STUDIES. EOC PASSING RATE IN BIOLOGY AND US HISTORY GRADUATION RATES. ANNUAL DROPOUT RATES. REGULAR EARLY CHILDHOOD PROGRAM RATES. ISS OVER 10 DAY RATE. SO IT MEASURES BOTH ACADEMIC AND BEHAVIORAL COMPLIANCE ISSUES. 
          HERE'S AN EXAMPLE OF HOW WE RATE IN THIS INDICATOR 1 OF SPETS STAR 33 PASSING RATE. 
          SO YOU NOTICE THE INDICATORS WITHIN THE INDICATOR. SO HERE IN MATHEMATICS I'LL GIVE YOU AN EXAMPLE OF THE CUT POINT. THE FEDERAL GOVERNMENT, STATE DETERMINED THE CUT POINTS. 
          ANYTHING BETWEEN A 70 OR 100 GIVES YOU A PERFORMANCE LEVEL OF ZERO. WE HAVE A RATE OF 55.5. NOW, DEPENDING ON HOW FAR YOU ARE 
          [01:30:02]
FROM YOUR RATE TO THE CUT POINT, THAT'S WHERE THEY ASSIGN YOU YOUR 1, YOUR 02, YOUR 3 OR YOUR 4. SO FOR MATHEMATICS IN ALL GRADE LEVELS 3 THROUGH 08, YOU'LL SEE THE PERFORMANCE LEVEL OF A 1. IN READING, LANGUAGE ARTS YOU'LL ALSO SEE OUR RATE OF 59.7. THE CUT POINT WAS 70. THAT MEANS WE'RE CLOSE. 
          WE DIDN'T MEET THE CUT POINT, BUT WE WERE CLOSE. WE HAVE A PERFORMANCE LEVEL OF A 1 SIMILAR IN SCIENCE, THE ONE WHERE WE'RE A LITTLE BIT AWAY MORE SO THAN THE CUT POINT IN SOCIAL STUDIES, 8TH GRADE SOCIAL STUDIES, THAT'S WHERE YOU SEE THE PERFORMANCE LEVEL OF A TWO. SO THOSE ARE THREE OUT OF THE FOUR INDICATORS THAT RECEIVED A PERFORMANCE LEVEL OF A ONE. 
          THE OTHER ONE COMING INTO DISCIPLINARY REMOVAL RATE. 
          THE THREE INDICATORS WITH A PERFORMANCE LEVEL OF A TWO, YOU SAW EIGHTH GRADE SOCIAL STUDIES AS BEING ONE OF THEM. THE OTHER ONES COME IN ALGEBRA AND ENGLISH 1, 8, ENGLISH 2. IN THE NEAR FUTURE WHAT THE STATE IS GOING TO DO IS THEY'RE GOING TO NOW MEASURE THE DISTRICT DIFFERENTLY IN DOMAIN 3. SO BEFORE IT WAS JUST CLOSING THE GAPS. AND IN CLOSING THE GAPS THEY USED TO JUST DESEGREGATE DATA TO DEMONSTRATE AND DIFFERENTIATE PROGRESS WITH INTERIM AND LONG TERM GOALS AMONG RACIAL AND ETHNIC GROUPS. 
          SO WHAT THEY'RE GOING TO DO IN THE NEAR FUTURE HERE IS NOW THAT PART IS GOING TO STAY THE SAME, BUT IT'S ONLY GOING TO COUNT FOR 70% OF THAT TOTAL WEIGHT. 
          IN DOMAIN 3, WHAT'S GOING TO COUNT FOR THE OTHER 30% IS WHAT WE JUST DESCRIBED IS THIS SPECIAL POPULATION MONITORING. 
          AND SO HERE IT'S INTEGRATING PROGRAM EFFECTIVENESS AS MEASURED BY RESULTS DRIVEN ACCOUNTABILITY. LET'S TAKE A LOOK AT OUR GRADUATION AND DROPOUT RATES FOR STUDENTS IN SPECIAL EDUCATION. ROUND ROCK ISD OUTPERFORMS THE STATE ACROSS ALL KEY GRADUATION AND COMPLETION METRICS. OUR SPECIAL EDUCATION GRADUATION RATE OF 92.5% EXCEEDS THE STATE AVERAGE OF 90.7% FOR THE CLASS OF 2024. ALSO DROPOUT THE DROPOUT RATE IN ROUND ROCK ISD IS ABOUT 2.1% AND THAT'S EXACTLY SIGNIFICANTLY LOWER THAN THE STATE FIGURE AT 5.8%. OUR SPECIAL EDUCATION STUDENTS IN ROUND ROCK IC AND ROUND ROCK ISD ARE ACHIEVING A STRONG 97.9% OVERALL COMPLETION RATE AND THIS DATA SHOWS THAT OUR DISTRICT PERFORMANCE REMAINS HIGHLY COMPETITIVE AND SUCCESSFUL COMPARED TO THE BROADER STATE OF TEXAS. WE WILL NOW BE ANALYZING OUR DISTRICT DATA INCLUDING ISSUING IN SCHOOL SUSPENSION, OSS, WHICH IS OUT OF SCHOOL SUSPENSION, AND OUR DAEP PLACEMENTS. 
          ON THE NEXT COUPLE OF SLIDES YOU WILL SEE A COMPARISON OF STUDENTS IN GENERAL EDUCATION AND IN SPECIAL EDUCATION COMPARED TO THE TOTAL ENROLLMENT IN ROUND ROCK ISD. THIS SLIDE SHOWS THE TOTAL NUMBER OF REFERRALS IN BOTH GROUPS FOR THE PAST FOUR YEARS AND THE PERCENTAGE COMPARED TO TOTAL REFERRALS. YOU'LL SEE AN INCREASE IN THE PERCENTAGE OF REFERRALS COMING FROM STUDENTS IN SPECIAL EDUCATION, BUT YOU ALSO SEE AN INCREASE ABOUT 2,300 STUDENTS SINCE 2023. ALSO TO NOTE IS THAT REFERRALS COULD BE FOR JUST ABOUT ANYTHING AND SERVE AS A DOCUMENTATION OF A PARENT PHONE CALL, A TIMEOUT, OR AN ESCALATION THAT WAS NEEDED FOR THE SUPPORT. WHEN SPEAKING ABOUT ISS PLACEMENTS, THE SLIDE REFERENCES ARE OUR IN SCHOOL SUSPENSIONS. WHAT YOU'LL NOTICE HERE IS A SMALL INCREASE IN PERCENTAGE FROM 2025 TO 2026, BUT A SIGNIFICANT UPTICK IN ENROLLMENT. AS WE HAVE DISCUSSED IN SEVERAL OTHER SLIDES, OUR OUT OF SCHOOL SUSPENSION DATA IS WHERE WE SEE HIGH DISPROPORTIONALITY BETWEEN GROUPS PERCENTAGE WIDE. 
          YOU DO SEE A SLIGHT DECREASE IN THE NUMBER OF OSS PLACEMENTS FROM FROM TWO YEARS AGO TO LAST YEAR IN OUR SPECIAL EDUCATION POPULATION. THE HIGH PERCENTAGE COMES FROM TWO VARIABLES, THE ENROLLMENT OF OUR STUDENTS IN GENERAL EDUCATION DROPPING AROUND 2,000 STUDENTS AND THE NUMBER OF OSS PLACEMENTS FOR THOSE STUDENTS BEING SIGNIFICANTLY LOWER IN THE PAST TWO YEARS. AS YOU'LL SEE LATER IN THE PRESENTATION, WE'LL DISCUSS OUR PLAN TO ADDRESS AND TRAIN INTO THIS OPPORTUNITY. 
          SIMILARLY, YOU'LL SEE THE SAME PATTERN IN DAEP PLACEMENTS AS THE OVERALL NUMBER FOR BOTH DISCRETIONARY AND MANDATORY PLACEMENTS HAVE DECREASED SIGNIFICANTLY ALONG WITH DECREASE IN ENROLLMENT IN GENERAL EDUCATION STUDENTS. 
          THE PERCENTAGE OF PLACEMENTS IN STUDENTS IN SPECIAL EDUCATION HAS INCREASED EVEN THOUGH THE NUMBER OF PLACEMENTS HAS DROPPED. WE DID INCLUDE A SLIDE ON LEGAL TRENDS. OUR INTERNAL TRACKING OF STATE COMPLAINTS AND MEDIATIONS ALLOWS US TO 
          [01:35:01]
JUST BE PROACTIVELY AND ADDRESS FAMILY CONCERNS AND RESOLVE ISSUES AT THE LOCAL LEVEL. 
          THIS TABLE SHOWS THE NUMBER OF STATE COMPLAINTS, MEDIATIONS AND DUE PROCESS STATEMENTS. 
          FROM 2021 THROUGH 2025, YOU'LL SEE A DROP OF HAVING ABOUT 16 TOTAL LEGAL ISSUES TO ABOUT 11 AT THE END OF 2024 AND 2025, WITH A MAJORITY NOW COMING IN THE FORM OF MEDIATIONS. SO WHAT DOES ALL THIS LEAD US UP TO? WE HAVE TAKEN THE 2024 GIBSON AUDIT RECOMMENDATIONS SERIOUSLY AND HAVE WORKED TOWARDS NOT ONLY MEETING EXPECTATIONS BUT GOING ABOVE AND BEYOND THE ASK. 
          WE'LL START WITH SOME DYSLEXIA UPDATES. WE NOW HAVE A CENTRALIZED DYSLEXIA PERFORMANCE MANAGEMENT. OUR EVALUATIONS ARE RICHER USING A WIDER VARIETY OF DATA SOURCES. OUR STAFF TRAINING HAS BEEN INTENSIVE WITH A FOCUS ON READING BY DESIGN AND GOAL SETTING. 
          CRUCIALLY, WE HAVE ALSO PILOTED AND ARE NOW EXPANDING THE JET PROGRAM IN OUR HIGH SCHOOLS TO ENSURE STUDENTS RECEIVE NECESSARY DYSLEXIA SUPPORT WITHOUT SACRIFICING THEIR ACCESS TO ADVANCED COURSEWORK. OUR INSTRUCTIONAL FIDELITY AND DYSLEXIA INSTRUCTION NOW HAS US DELIVERING FIVE DAYS WEEKLY ACROSS ALL PROGRAMS TO ENSURE EQUITY WITH OUR DISTRICT LEVEL PACING OVERSIGHT PROGRAM SPECIALISTS MONITOR IMPLEMENTATION THROUGH CLASSROOM OBSERVATIONS OCCURRING AT LEAST TWICE ANNUALLY FOR NEW PROVIDERS OF DYSLEXIA INSTRUCTION, WHICH WE CALL OUR PDIS AND AT LEAST ONCE ANNUALLY FOR SECOND AND THIRD YEAR PDIS. 
          THE JED PROGRAM PILOTED IN 20252026 WILL EXPAND TO 2027 TO THREE HIGH SCHOOLS TO ENABLE STUDENTS TO COMPLETE A FULL YEAR OF DYSLEXIA INSTRUCTION, LEAVING MORE ROOM IN THEIR SCHEDULE TO ACCESS CTE AND ADVANCED COURSEWORK. THIS SLIDE SHOWS BY GRADE LEVEL THE BREAKDOWN OF OUR STUDENTS. THE FIRST COLUMN YOU'LL SEE IS THE STUDENTS IDENTIFIED WITH DYSLEXIA. NEXT YOU'LL SEE THE STUDENTS IDENTIFY WITH DYSLEXIA, DYSLEXIA AND IN SPECIAL EDUCATION OUR STUDENTS WITH 504 PLANS ONLY. AND THE LAST COLUMN WILL SHOW THE STUDENTS IN A STATE BOARD OF EDUCATION APPROVED PROGRAM. 
          SO YOU SEE THE BULK OF THE NUMBERS DO COME IN OUR ELEMENTARY AND OUR MIDDLE SCHOOL CAMPUSES. 
          BUT THEN WE ALSO ARE PROUD TO SAY THAT WE HAVE NOW STARTED TO IMPROVE OUR DATA COLLECTION. 
          WHERE WE HAVE GONE TO ALMOST NON EXISTENT TO JUST HAVING ABOUT 2 OR 2324 IS NOT THAT THE STUDENTS WEREN'T COMPLETING THE PROGRAM, WE JUST WEREN'T TRACKING AND GETTING THAT DATA IN. SO NOW WE'RE DOING A LITTLE BIT BETTER JOB AT COLLECTING THAT DATA TO WHERE IN 2026 WE DID HAVE 283 STUDENTS COMPLETE THE PROGRAM. 283 I SAID 286. SO WHAT ARE OUR CHALLENGES, RISKS AND OPPORTUNITIES? OUR CHALLENGES CONTINUE CONTINUE TO BE OUR MAINTENANCE OF EFFORT INCREASE. AS OUR MAINTENANCE OUR EFFORT INCREASES. WE HAVE SOME SIGNIFICANT DISPROPORTIONALITY AND SOME BEHAVIOR ISSUES. 
          STANDARD BASED IP GOALS IS IS NEW THAT THE STATE IS NOW MANDATORY MANDATING. THE STATE OF TEXAS ALSO HAS IMPLEMENTED THIS TIERED FUNDING INITIATIVE. 
          OUR SECONDARY TRANSITION PROCESSES AND OUR BEHAVIOR AND DISCIPLINE. AS WE TALK TALKED ABOUT OUR RISKS WE TALKED ABOUT ACADEMIC OUTCOMES, ENROLLMENT AND QUALIFICATION GROWTH, FINANCIAL SUSTAINABILITY, STAFFING AND RETENTION AND COMPLIANCE AND RESULTS DRIVEN ACCOUNTABILITY PERFORMANCE. HERE ARE OPPORTUNITIES THOUGH. 
          IDENTIFYING FINANCIAL INEFFICIENCIES WITH OUR MAINTENANCE AND EFFORTS OBLIGATION PROVIDING TRAINING TO SPECIAL EDUCATION STAFF MEMBERS, PRINCIPALS, ASSISTANT PRINCIPALS IN DEVELOPING AND IMPLEMENTING, OVERSEEING STANDARD BASED IEP GOALS AND OBJECTIVES AND THEN SECONDARY TRANSITION PROCESSES AND PLANNING. WE HAVE AS WE SAID COMPLETED 65% OF OUR TIERED FUNDING OBLIGATION. THE DEVELOPMENT OF A SPECIAL EDUCATION STRATEGIC PLAN, CROSS DEPARTMENTAL COLLABORATION WITH TIER 1 PRACTICES AND PROTOCOLS OUR COLLABORATION WITH A MULTI TIER SUPPORT SERVICES DEPARTMENT WITH CTE IN ACADEMICS AND IN BEHAVIOR AND OUR PARENT INVOLVEMENT AND OUR FEEDBACK. 
          SO WHAT HAVE WE DONE AND WHAT ARE WE DOING? SO GOING BACK TO THE TRANSITION PROCESSES. 
          TRANSITION IS THE INTENTION, THE INTENTIONAL PROCESSES OF PREPARING STUDENTS WITH DISABILITIES FOR SUCCESSFUL ADULT LIVES THROUGH COORDINATING PLANNING. 
          SO AGAIN, HERE ARE THE NUMBER OF ASSESSMENTS RANGING FROM 01,000 OR MORE IN 2021 TO ABOUT 2,000 STUDENTS RECEIVING TRANSITION ASSESSMENTS. THE 
          [01:40:01]
OPPORTUNITY THAT WE TALKED ABOUT HERE WITH MULTI TIER SUPPORT SYSTEMS AND NAVIGATE YOUR FUTURE COURSE IN SEVENTH GRADE IS TO NOW KIND OF MERGE THE PRACTICES THAT ARE NEEDED FOR OUR PGP PLAN WITH OUR STUDENTS WITH ALL OUR STUDENTS. 
          BUT THEN ALSO WHAT IS NEEDED FOR OUR STUDENTS AND IN THE TRANSITION ASSESSMENT. 
          SO MARK LINDSEY HAVE GOTTEN TOGETHER, WE'VE GOTTEN TOGETHER. WE'RE GONNA GET TOGETHER WITH STEVE AS WELL TO FIGURE OUT HOW IS IT THAT WE CAN NOT DOUBLE THE WORK BUT REALLY MERGE THE WORK OF THE DEPARTMENTS TO ENSURE THAT OUR STUDENTS DO HAVE A FIVE YEAR PLAN MOVING FORWARD AFTER THAT SEVENTH GRADE GRADE YEAR AND ESPECIALLY AFTER EIGHTH GRADE YEAR TO ENSURE THAT THEY HAVE A SUCCESSFUL HIGH SCHOOL CAREER. 
          AS FAR AS PARENT INVOLVEMENT, WE WILL CONTINUE WITH OUR SPECIAL EDUCATION PARENT ADVISORY COUNCIL. THIS IS WHERE OUR COMMUNITY GETS TO HEAR UPDATES FROM OUR SPECIAL EDUCATION DIRECTOR DYSLEXIA UPDATES ARE GIVEN THERE OUR ACSC UPDATES. WE ALSO HAVE A PRE PARENT LIAISONS INFORMATION FOR PARENTS THROUGH THIS COMMITTEE. OUR DATES ARE SET FOR 2026 2027. 
          THEY'RE ON THE WEBSITE WITH THE FIRST ONE STARTING SEPTEMBER 9TH. LAST TWO SLIDES WE'LL TALK ABOUT JUST WHAT WE'VE DONE SO FAR MOVING INTO THE LAST COUPLE OF YEARS. 
          I THINK SPECIAL EDUCATION STAFF AND PROVIDERS OF DYSLEXIA OUR PDIS HAVE RECEIVED PLAAF TRAINING AND STANDARD BASED GOALS WRITING TRAINING DURING 2024 AND 2025 OUR PRINCIPALS ASSISTANT PRINCIPALS THROUGH OUR MONTHLY TRAININGS AND SPECIAL HAVE BEEN RECEIVING SOME SPECIAL EDUCATION TRAINING. TOPICS HAVE INCLUDED OUR SPED101 OR PLAFS AND STANDARD BASED IPS. SECONDARY TRANSITION PLANNING WE'LL START TO INCLUDE THAT OUR DATA DRIVEN SUPPORT SERVICES FOR CONSENT CONSIDERATIONS AND PLACEMENTS LEADING EFFECTIVE ART MEETINGS AND BEHAVIORAL MULTI TIER SUPPORT SYSTEMS AND MERGING THOSE TWO DEPARTMENTS. MONTHLY LOW INCIDENT DISABILITY TRAININGS FOR FAC, FLC, FCC TEACHERS AND STAFF MEMBERS AND THEN ALSO MONTHLY TRAININGS IN THE AREAS OF CRISIS PREVENTION AND INTERVENTION. 
          WE CONTINUE WITH INSTRUCTIONAL ASSISTANCE WHERE SPECIAL EDUCATION DEPARTMENT WAS ASKED AND TASKED TO DEVELOP A YEAR AT A GLANCE TO GUIDE PROFESSIONAL LEARNING AND ALSO ALIGN IT TO OUR WORK WITH TIER 1 AND WITH MTSS DISCUSSING WITH THEIR STAFF LEADERS. 
          WE'VE ALSO HAVE PROVIDED TARGET TECHNICAL ASSISTANCE TO CAMPUS LEADERS AND SPECIAL EDUCATION TEACHERS. OUR ELEMENTARY AND HIGH SCHOOL PRINCIPALS WERE TRAINED IN RECOGNIZING QUALITY PLAAF STATEMENTS AND OVERSEAS STANDARD BASED ON IEP GOALS. 
          AND THEN AT THE ELEMENTARY AND HIGH SCHOOL PRINCIPALS WE'RE TRAINED ALSO IN THE AREA OF STANDARD BASE. I THINK EVERYBODY WAS. WE MISSED THE MIDDLE SCHOOL. EVERYBODY WAS TRAINED ON THE STANDARD BASED IEPS AND PROVIDE LOOK FOR TOOLS TO SUPPORT THEIR IMPLEMENTATION AND MONITORING. 
          A LOT OF NUMBERS, A LOT OF PROCESSING BUT WE'LL TAKE ANY QUESTIONS. 
          TRUSTEES, DO I HAVE ANY QUESTIONS? TRUSTEE WEIR I WAS GONNA WAIT BUT I JUST KIND OF WANTED TO GO BACK. IT WAS A LOT FOR ME FOR SLIDE 11 AND 12 BECAUSE IT'S ME AND I WANTED TO ASK ABOUT THE COHORTS, ESPECIALLY LIKE LITERACY. 
          WHEN WE DID THE COHORTS WITH OUR ENTIRE POPULATION, YOU KNOW, WE SAW A LOT OF IMPROVEMENT ON THE COHORTS. 
          BUT WHEN WE LOOK AT THESE COHORTS, YOU KNOW, THE 2023 KINDERGARTNERS, 2024 FIRST GRADERS, 2025 SECOND GRADERS THAT STAYED THE SAME, THE 2024 KINDERGARTNERS KIND OF HAD A DECREASE AND THEN THE SAME AGAIN FOR 2025. AND I AND I DON'T REALLY KNOW HOW THE INDIVIDUAL EDUCATION PLANS KIND OF WORK WITH THAT AND HOW THE DATA THAT WE'RE FOLLOWING. 
          BUT HOW ARE WE DATA WISE LOOKING AT THIS GROUP OF STUDENTS COMPARED TO HOW WE DO OUR GENERAL EDUCATION STUDENTS? THAT'S A GOOD QUESTION. MAY I SAY SOMETHING? YOU'RE ABSOLUTELY RIGHT. 
          YOU'RE LOOKING AT THE COHORT 23, 24, 20. THE ONLY THING, THE ONLY DIFFERENCE BETWEEN WHAT WE DID WE DO WITH OUR THE GOAL MONITORING IS WE ACTUALLY LOOK AT THE STUDENTS WHO ARE WITH US YEAR AFTER YEAR BECAUSE SOME OF THESE MAY BE NEW STUDENTS. 
          SO DOESN'T SOME OF THEM OBVIOUSLY THEY'RE RETURNING STUDENTS, BUT SOME OF THEM MAY NOT BE EXACTLY THE SAME GROUP OF KIDS. DOES THAT MAKE SENSE? SO WE MAY HAVE TO FILTER THAT. THAT DATA FOR YOU IF THAT'S WHAT THE BOARD WANT TO SEE YEAR AFTER YEAR. 
          CAN WE. THAT'S HOW WE DO IT. 
          YOU KNOW, I MEAN, WE WANT THE SAME STUDENTS COMING BACK WITH US, AND WE MONITOR THAT. 
          [01:45:01]
AND I KNOW IT'S A SMALL, SMALLER GROUP OF STUDENTS. 
          RIGHT. AND SO IT'S ONLY GOING TO TAKE A COUPLE STUDENTS TO REALLY CHANGE YOUR PERCENTAGES. 
          AND SO I TOTALLY UNDERSTAND THAT. 
          BUT I GUESS I WAS JUST SORT OF CURIOUS HOW THIS GROUP, BECAUSE I KNOW WE'RE DOING A LOT WITH OUR OTHER STUDENTS, REALLY TRACKING THEM TO MAKE SURE THAT THEY'RE INCREASING YEAR OVER YEAR. AND WE'RE JUST NOT SEEING THAT WITH THIS POPULATION. 
          YEAH, EXACTLY. AND I THINK MAYBE WE NEED TO RUN THOSE NUMBERS WHERE WE ACTUALLY SEE THE GOAL, LIKE THE RETURN IN STUDENTS YEAR AFTER YEAR. 
          AND I THINK I CANNOT EXACTLY TELL YOU HOW THAT NUMBER MAY LOOK, BUT THAT'S A VERY GOOD QUESTION. AND IT'S ALSO VERY GOOD FOR US TO MONITOR YEAR AFTER YEAR BECAUSE WE ALSO HAVE. HAVE SOME MOBILITY WHEN IT COMES TO ANY. A LOT OF OUR STUDENTS, SOMETIMES OUR SPECIAL EDUCATION STUDENTS RECEIVE. SPECIAL EDUCATION STUDENTS ALSO, THEY MOVE, THEIR FAMILY MOVE. SO WE JUST NEED TO MAKE SURE THAT WE MONITOR THEM YEAR AFTER YEAR, I GUESS, BUT WE CAN RUN THOSE NUMBERS. 
          AND AS WE WERE PUTTING THE DATA TOGETHER, WE DIDN'T NOTICE THE COHORT. 
          RIGHT. JUST BEING VERY CONSISTENT. AND SO ASIDE FROM THE PROFESSIONAL DEVELOPMENT THAT WE TALKED ABOUT, JAMIE, WHO'S OUR AREA DIRECTOR, KIND OF LIKE OVERSEEING AND LEADING OUR INSTRUCTIONAL PRACTICES, HER AND HER TEAM HAVE BEEN TASKED WITH NOW PUTTING TOGETHER SOME TRAINING INTO OUR INCLUSION PRACTICES AND BEEFING UP WHAT THAT LOOKS LIKE FOR A GENERAL EDUCATION TEACHER, OUR SPECIAL EDUCATION TEACHER, AND THEN ALSO CONTINUE TO REVISING OUR RESOURCE PRACTICES AND OUR RESOURCES THAT WE HAVE WITHIN THE RESOURCE SETTING TO ENSURE THAT WE START TRACKING AND ENSURING THAT OUR STUDENTS ARE GROWING. 
          BUT CAN I ADD SOMETHING? SO. SO I WANT TO MAKE SURE WE CLARIFY, LET'S SAY HYPOTHETICALLY, THERE ARE THE SAME RETURNING STUDENTS GOING FROM 43 TO 43 MEAN, BECAUSE REMEMBER, EVERY YEAR IS A NEW, MORE CURRICULUM. RIGHT. SO THE STUDENTS NOW, THEY ARE LEARNING AT THE SECOND GRADE LEVEL RATHER THAN FIRST GRADE LEVEL. SO OUR TEACHERS, THEY ARE KEEPING THEM ON TRACK. RIGHT. AND THEY KEEP IT ON GRADE LEVEL, ALTHOUGH IT'S A NEW MATERIAL, NEW CURRICULUM. SO IT'S NOT LIKE WE'RE NOT. BUT WE ARE NOT DOING WHAT'S CALLED EXPANSION OF GROWTH. SO THE STUDENTS WHO ARE NOT ON GRADE LEVEL, I WILL HELP THOSE STUDENTS PICK THEM UP WHERE THEY AT, AND THEN GROW THEM EXPONENTIALLY SO THEY CAN NOW BE ON GRADE LEVEL. SO DOES THAT MAKE SENSE? IT IS. AND I NOTICED LIKE IN MATH IT'S BETTER, RIGHT? THE COHORTS ARE BETTER IN MATH, WHICH WAS OPPOSITE OF WHAT WE SAW WHEN YOU DID OUR BIGGER PRESENTATIONS FOR THE POPULATION AS A WHOLE. 
          SO I MEAN, I GUESS THAT WAS JUST SORT OF WHAT STRUCK ME WITH THESE AND SORT OF WONDERING HOW WE WERE ADDRESSING THAT IN THE DATA THAT WE WERE PULLING FOR THESE. NO, DEFINITELY, IT'S. IT'S A VERY VALID POINT AND I THINK THAT'S. 
          WE TALK ABOUT IT ALL THE TIME. I KNOW NAT TALKS ABOUT ALSO WHEN WE DO OUR PROGRESS MONITOR, WE DEFINITELY WHEN OUR STUDENTS TO CONTINUE BEING ON GRADE LEVEL ALTHOUGH THEY'RE NOW EXPOSED TO NEW MATERIAL. 
          BUT ALSO AS I SAID, THE STUDENTS WHO ARE ALREADY BEHIND GRADE LEVEL, WE WANT TO MAKE SURE WE PUSH THEM AND GROW THEM EXPONENTIALLY. SO NOW, NOW THEY CAN BE ON GROW ON. 
          ON GRADE LEVEL. SO WE HAVE. 
          YEAH. 
          SO TRUSTEE WEIR, ONE OF THE THINGS I KNOW IT WAS A VERY DENSE PRESENTATION. ONE OF THE NUGGETS IN THERE SPOKE SPECIFICALLY TO THE WORK THAT RODRIGO MARK AND THE TEAM IS DOING AS IT RELATES TO STANDARDS BASED GOALS. THAT IS A CHANGE FROM WHAT WAS PREVIOUSLY DONE WHERE IT WAS MORE SKILLS BASED. WHAT WE HAVE TRAINED INTO THE FACT THAT NOW WE CAN ALIGN SPECIFICALLY AN ACADEMIC GOAL MORE CLOSELY. 
          WHERE BEFORE IT WAS SKILLED SKILLS BASE AND SOMETIMES IT WAS TOO SMALL. SO TYPICALLY WHAT HAPPENED IS DURING THAT TIME STUDENTS WOULD GET PULLED OUT TO RECEIVE THEIR AND ELEMENTARY SPECIFICALLY TO RECEIVE THEIR MINUTES BASED ON THEIR IEP AND THE WAY THEN THE STATE HAD THOSE GOALS TOLD US THE GOALS HAD TO BE WRITTEN. WE DON'T REALLY. 
          I DON'T BELIEVE I CAN BE MORE EMPHATIC. I DON'T. IT DID NOT I THINK LEND ITSELF FOR US TO BE ABLE TO PUSH STUDENTS TO A HIGHER LEVEL WITH THIS NEW MANDATE. AS FAR AS WHERE WE'RE WRITING STANDARDS BASED GOALS, IT MORE ALIGNS WITH OUR SPECIFIC TEKS AND OUR STANDARDS. AND SO WE DON'T HAVE TO WRITE A SMALL SKILL. IT CAN BE WHAT IS IT THAT YOU NEED TO ACCOMPLISH. AND WE CAN WRITE THE GOALS SPECIFICALLY ON WHAT THE STUDENT HAS TO DO AS IT RELATES TO THE PRIORITY STANDARDS WITHIN ANY OF THE CONTENT. 
          MOVING FORWARD, I REALLY, I KNOW YOU'RE GOING TO SEE A DIFFERENCE IN THIS NUMBER BASED ON THE FACT THAT WE CAN WRITE THOSE GOALS DIFFERENTLY AND DELIVER THOSE SERVICES DIFFERENTLY. AS FAR AS WHAT THEN WE WILL BE TEACHING WITHIN TO THE STUDENTS. SO IT WAS NOT JUST. IT SOUNDS LIKE A SMALL THING, BUT IT HAS BEEN REALLY A BIG DEAL. AS FAR AS HOW THEN WE WILL BE ABLE, THE TEACHERS WILL BE ABLE TO WORK WITH THE, THE STUDENTS AND WHAT THAT DATA WILL LOOK LIKE AND EVEN WHAT IT WILL LOOK LIKE. IN THIRD THROUGH FIFTH GRADE, WE HAD A BREAKTHROUGH. I WON'T MENTION ANY NAMES AS FAR AS BEFORE THE STATE EVEN DID THIS, WHERE WE KIND OF PRACTICED 
          [01:50:01]
WITH A STUDENT THAT WE HAD. AS FAR AS WE TOOK SPECIFICALLY, WE LOOKED AT OUR STANDARDS AND WE SAID IF WE WERE GOING TO WRITE AN IEP SPECIFICALLY BASED ON THE MOST IMPORTANT STANDARDS WITHIN THERE VERSUS A SCHOOL SKILL COMBINED WITHIN THE STANDARD AND HAVE TO DO THAT FOR A SEMESTER, NINE WEEKS OR EVEN A YEAR, IT MAKES A HUGE DIFFERENCE WHEN WE CAN WORK ON SOMETHING THAT IS REALLY CORE TO THE STUDENT BEING SUCCESSFUL. SO I THINK THAT SMALL CHANGE IN THE AMOUNT THAT WE'VE BEEN TRAINING INTO IT WILL LEAD A LOT OF PAY OFF A LOT FOR THESE STUDENTS. 
          AND SO YOU'LL SEE A BIG CHANGE COMING SOON FOR OUR SPED STUDENTS IN THIS AREA. 
          THANK YOU, TRUSTEE LANDRUM. 
          SO I HAVE A COUPLE OF QUESTIONS. MY FIRST ONE WAS ADDRESSED ON SLIDE 3 AND ALSO ON SLIDE 46, BUT WAS TALKING ABOUT THE 65% OF OUR IEPS HAVE NOW BEEN EVALUATED FOR THE NEW TIERED FUNDING MODEL. I'VE BEEN HEARING A LOT OF INFORMATION FROM DISTRICTS ACROSS THE STREET, ACROSS THE STATE ABOUT HOW LABOR INTENSIVE THIS PROCESS HAS BEEN AND THAT SOME DISTRICTS EVEN WERE APPLYING FOR GRANTS TO PAY FOR STAFF TO COME IN OVER THE SUMMER. 
          AND I JUST KIND OF WONDERED IF YOU COULD TALK ABOUT THE RELATIONSHIP BETWEEN THIS NEW EVALUATION OF ALL THE IEPS AND THE NEW FUNDING MODEL AND HOW IT MIGHT AFFECT OUR BUDGET, OUR BOTTOM LINE, AND WHAT THAT PROCESS IS LIKE. 
          LIKE AS WE'RE MOVING TO THE NEW TIERED FUNDING MODEL. IF YOU COULD TALK A LITTLE BIT ABOUT THAT, THAT WOULD BE HELPFUL. 
          I HAVE MARK COME UP TO ONE OF THE MICS BECAUSE HE HAS, HE HAS BEEN WORKING WITH, WITH HIS STAFF AND HE COULD GIVE YOU THE EXACT ANSWER. 
          YOU CAN SIT DOWN AT ONE OF THE TABLES SO YOU DON'T HAVE TO STAND. YEAH, ABSOLUTELY. GO FOR IT. 
          GIVE THEM JUST A SECOND TO TURN ON. 
          YEAH, THEY'RE GOING TO HAVE TO TURN THAT MIC ON. 
          OKAY, GOOD, GOOD. 
          SO, TIER FUNDING MODEL. 
          THERE'S A LOT OF QUESTIONS ABOUT TIER FUNDING MODEL. 
          FIRST, I WANT TO COMMEND THE TEAM WITH THE PROCESSES THAT THEY WERE STARTING TO BUILD BEFORE I EVEN ARRIVED AT ROUND ROCK. I HAVE BEEN SO VERY IMPRESSED WITH THE WORK THAT THEY'VE BEEN PUT IN ON THE SLIDE. IT SAYS 65% COMPLETE. THAT'S NOT REALLY AN ACCURATE NUMBER. I BELIEVE THAT IT'S MORE. SECOND OF ALL IS THAT THERE WAS A DEADLINE THAT WAS DUE, I THINK IT WAS AUGUST 10TH OF WHERE WE HAD TO HAVE A CERTAIN PERCENTAGE TO TEA TO RECEIVE THE GRANT MONEY THAT YOU HAVE SPOKEN OF. 
          WE DID MEET THAT PERCENTAGE. 
          WE EXCEEDED IT BY FAR. AND SO WE DID RECEIVE THAT GRANT MONEY. THAT GRANT MONEY THEN HAS NOW BEEN ABLE TO PAY FOR EXTRA EYES ON THIS PARTICULAR DATA AND THEN ALSO SOME EXTRA DUTY PAY. AS FAR AS ANSWERING THE QUESTION, YOU MAY HAVE TO AGAIN CLARIFY YOUR QUESTION FOR ME. I WANT TO MAKE SURE THAT I HIT ALL THE POINTS THAT YOU'VE ANSWERED. IS THIS GOING TO MAKE A DIFFERENCE IN OUR BUDGET? AND I'M JUST GOING TO BE VERY CANDID WITH YOU. I DON'T KNOW AND I DON'T THINK THE TEXAS KNOWS. I THINK THIS IS A FUNDING MECHANISM TO TRY TO GET MORE, MORE DOLLARS TO SCHOOL DISTRICTS BECAUSE SPECIAL EDUCATION COSTS THROUGHOUT THE SCHOOL, THROUGHOUT THE STATE HAS EXCEEDED. AND I'M JUST GOING TO KIND OF PAINT A PICTURE FOR YOU OF THE NUMBERS THAT I'VE DELVED INTO. MY SPECIAL EDUCATION BUDGET, WHICH COVERS SPECIAL EDUCATION K THROUGH 12 AND THEN OUR PRESCHOOL STUDENTS AND THEN OUR DEAF AND HARD OF HEARING STUDENTS IS APPROXIMATELY ABOUT $8 MILLION THAT WE GET FUNNELED FROM THE FEDERAL GOVERNMENT THROUGH THE STATE. $8 MILLION. 
          WE HAVE WHAT WE CALL A MAINTENANCE OF EFFORT THAT SCHOOL DISTRICTS MUST SPEND ANNUALLY ON THEIR SPECIAL EDUCATION PROGRAM. HERE'S THE THING THAT I'M REALLY, REALLY IMPRESSED WITH WITH ROUND ROCK ISD IN THE COMMUNITY, THAT MAINTENANCE OF EFFORT NUMBER IS REACHING CLOSE TO $70 MILLION. NOW. THAT IS A VERY SIGNIFICANT DISCREPANCY BETWEEN WHAT WE RECEIVE FROM THE FEDS AND THEN ALSO WHAT THE LOCAL COMMUNITY AND THE STATE IS GIVING US FOR SPECIAL EDUCATION. WHAT I'M CONCERNED ABOUT AS FAR AS THE SPECIAL EDUCATION BUDGET IS WHEN I'VE ANALYZED THE LAST FIVE YEARS IN ROUND ROCK, I'VE SEEN AN INCREASE BETWEEN 3.5 MILLION AND $4 MILLION IN THE MAINTENANCE OF EFFORT. 
          WITH THAT INCREASE IN THE WAY THAT STATE FUNDING IS HAPPENING RIGHT NOW, THE DISTRICT, IN MY PROFESSIONAL OPINION, IS NOT GOING TO BE ABLE TO SUSTAIN THOSE INCREASES. 
          AND SO WE ARE GOING TO HAVE TO LOOK AT IF DO WE HAVE ANY INEFFICIENCIES IN OUR PROGRAMS AND MAYBE DOING THINGS SOME DIFFERENTLY NOW. WHENEVER YOU CHANGE THINGS, WE HAVE TO HAVE A REALLY BALANCED APPROACH TO DO THAT BECAUSE IF WE JUST CHANGE ONE THING ALL OF A SUDDEN, WE MAY BE CAUSING ANOTHER ISSUE IN ANOTHER AREA. SO WE WANT TO BE COGNIZANT OF THE APPROACH THAT WE'RE USING AND WE'RE GOING TO SPEND THIS YEAR ANALYZING EXACTLY HOW THAT'S 
          [01:55:01]
GOING TO LOOK. NOW WITH THE NEW INITIATIVE, WITH THE TIER FUNDING, I'M HOPING THAT IT'S GOING TO PRODUCE MONEY FOR US, BUT I JUST CAN'T GIVE YOU A SOLID ANSWER OF SAYING YES, THIS IS GOING TO WORK. 
          IF I CAN ADD TO. I'M SORRY TO WHAT MARK IS SAYING. 
          SO HE'S ACTUALLY ACCURATE ABOUT THAT. SO THEY DID RUN SOME NUMBER. THE STATE DID RUN SOME NUMBERS AND I CAN TELL YOU THAT THERE ARE SOME SCHOOL DISTRICTS WHO ACTUALLY END UP LOSING MONEY. THEY ACTUALLY WOULD BE RECEIVING LESS THAT WERE ALLOCATED THE PRIOR YEAR. 
          NOW WHAT THE STATE DID. AND YOU KNOW, SOMETIMES THEY DO SOMETHING, RIGHT, LIKE MAYBE, OKAY, SO THEY SAID WE'RE GONNA DO HOLD HARMLESS. SO HYPOTHETICALLY, LET'S SAY WE WERE SUPPOSED TO RECEIVE, I DON'T KNOW, 5 MILLION LESS THAN WHAT WE RECEIVED LAST YEAR FOR OUR, FOR OUR SPECIAL OPERATIONS DEPARTMENT PROGRAM. THEN THEY WILL HOLD US HANDLESS FOR ONE YEAR. 
          BUT THEN THE NEXT YEAR YOU, YOU WILL GET WHATEVER THAT, THAT HIT THE 5 MILLION LESS. 
          RIGHT. SO THAT'S THE, THAT'S, THAT'S ACTUALLY. THERE ARE SOME SCHOOL DISTRICT, BELIEVE IT OR NOT, THEY WILL ACTUALLY LOSE FUNDING, NOT RECEIVE. BECAUSE REMEMBER THIS WHOLE THING, WE'RE GOING TO POUR IN ALL THIS EXTRA MONEY TO HELP OFFSET SOME OF THIS DISCREPANCY THAT WE TALKED ABOUT IT, RIGHT. AS FAR AS FUNDING. AND NOW IT'S NOT GOING TO BE THE CASE FOR EVERYBODY. 
          SO WE ARE, WE CANNOT, AND I KNOW I HAVE MS. CONSINO HERE, OUR CFO, AND WE CANNOT COUNT ON ANY EXTRA MONEY BECAUSE WE DON'T KNOW HOW THAT MIGHT LOOK LIKE FOR ROUND ROCK ISD. 
          WELL, AND THANK YOU. THAT ANSWERS MY QUESTION VERY CLEARLY BECAUSE I KNEW THAT THE DISCREPANCY BETWEEN THE MONEY WE RECEIVE AND THE MONEY THAT WE SPEND IS, YOU KNOW, ASTRONOMICALLY DIFFERENT. AND IN A LOT OF CASES, THIS MONEY IS NOT OPTIONAL. 
          YOU KNOW, THERE ARE SERVICES THAT ARE REQUIRED TO BE PROVIDED TO STUDENTS IN SPECIAL EDUCATION AND WE'RE NOT RECEIVING THE FUNDING TO PROVIDE THOSE SERVICES. AND SO THAT ANSWERS MY QUESTION VERY CLEARLY. SO THANK YOU. I APPRECIATE THAT. 
          THANK YOU. 
          I'M NOT SAYING YOU CAN GO, BUT YOU MAY NOT BE DONE. NO, I'M JUST KIDDING. MY NEXT QUESTION IS ON SLIDE 6 AND 7. 
          AND THIS KIND OF GOES BACK TO MY OTHER QUESTION IN THE CCMR DATA, BUT JUST LOOKING AT THE BREAKDOWN OF OUR STUDENT GROUPS, HOW IT IS SIGNIFICANTLY DIFFERENT BETWEEN THE NUMBER OF STUDENT OR THE PROPORTION OF STUDENTS ENROLLED IN OUR DISTRICT AND THEN THE PROPORTION ENROLLED IN SPECIAL EDUCATION AND DOES THIS TREND HOLD STATEWIDE? IS THIS UNIQUE TO ROUND ROCK ISD? I MEAN IT'S TO ME PRETTY GLARING DIFFERENT. 
          SO I DON'T KNOW IF YOU HAVE ANY INFORMATION AS TO WHY? WE HAVE, YOU KNOW, THE VAST MAJORITY OF OUR STUDENTS IN SPECIAL EDUCATION ARE HISPANIC, LATINO AND WHITE, AND IT DOES NOT MIRROR THE BREAKDOWN OF THE DISTRICT. 
          WE CAN DEFINITELY LOOK INTO. 
          INTO A LITTLE DEEPER INTO THE DATA AS TO JUST WHY. 
          BUT WE DID NOTICE, AGAIN, PUTTING THE PRESENTATION TOGETHER, JUST GOING FROM SLIDE TO SLIDE TO SLIDE. 
          YOU SEE THAT? BIG DIFFERENCE. 
          YOU CAN DEFINITELY LOOK INTO THAT. 
          AND THEN JUST A DATA JUST SO WE KNOW WHERE IT'S COMING FROM. 
          ON SLIDE NINE, WHERE WE TALK ABOUT THE DISABILITY TREND BY DIAGNOSIS. I KNOW THERE'S QUITE A FEW OF OUR STUDENTS WHO HAVE MULTIPLE DIAGNOSES. SO WAS THIS CHART CREATED BY THEIR PRIMARY DIAGNOSIS OR CAN JUST TELL ME HOW THAT THAT CHART WAS CREATED? YES, JUST PRIMARY. 
          OKAY. 
          I THINK THAT WOULD BE INTERESTING TO LOOK AT ALL OF THE DIAGNOSES BECAUSE WE HAVE SEVERAL KIDS, A LOT OF KIDDOS, THAT ARE MULTIPLE DIAGNOSES. 
          AND THEN I HAVE ONE MORE QUESTION FOR NOW, I MIGHT COME BACK. BUT ON SLIDE 41, WHEN WE START TALKING ABOUT SOME OF THE CHANGES THAT HAVE BEEN MADE, THEY SPECIFICALLY. SORRY, I'M TRYING TO SCROLL WHILE I'M TALKING, BUT THEY SPECIFICALLY TALK ABOUT HOW SOME OF THESE CHANGES ARE FOR OUR STUDENTS RECEIVING DYSLEXIA SERVICES AND WONDERED HOW THAT WOULD APPLY TO OUR GREATER POPULATION OF STUDENTS IN SPECIAL EDUCATION AS WELL. 
          ARE WE LOOKING AT, YOU KNOW, HOW PLOF WRITING IS GOING, GOAL WRITING, THAT KIND OF TRAINING, NOT JUST FOR STUDENTS RECEIVING DYSLEXIA SERVICES. 
          IT'S FOR EVERYONE. 
          IT'S FOR EVERYONE. 
          OKAY. IT WASN'T CLEAR BECAUSE IT WAS UNDER DYSLEXIA UPDATES. SO I JUST WANT TO MAKE THAT VERY CLEAR THAT WE'RE LOOKING AT HOW PLOS AND IEPS AND GOALS ARE WRITTEN ACROSS THE BOARD. 
          WHAT WE WANTED TO SHOW HERE IS HOW WE'RE BRINGING IN THE PDIS AND THE DYSLEXIA DEPARTMENT ALSO TO BE INVOLVED IN THE GOAL WRITING AND IEPS. 
          OKAY, GREAT. I KNOW THAT THE GIBSON REPORT WAS HEAVILY FOCUSED ON OUR DYSLEXIA POPULATION. 
          AND SO I JUST WANTED TO MAKE SURE, WHILE THAT'S AN INCREDIBLY IMPORTANT POPULATION, I WANTED TO MAKE SURE THAT WE WEREN'T MISSING THE OTHER STUDENTS WHO ARE RECEIVING SPECIAL EDUCATION, 
          [02:00:01]
BUT DON'T FALL UNDER THE DYSLEXIA UMBRELLA. 
          SO I'M GOING TO. I'LL GIVE UP THE QUESTIONS RIGHT NOW, AND IF ANYBODY ELSE HAS ANY, AND THEN I MIGHT HAVE ONE MORE. 
          THANK YOU VERY MUCH. 
          I DON'T SEE ANYONE ELSE IN THE QUEUE. I HAVE HALF A PAGE OF QUESTIONS, BUT I'M GOING TO TRY TO BE FAST. MINE ARE MOSTLY AROUND, YOU KNOW, WE'VE IDENTIFIED CHALLENGES RISK OPPORTUNITIES, BUT MAYBE JUST EXPANDING ON OUR STRATEGIES AND ON WHAT THOSE OPPORTUNITIES ARE AND WHAT WE'RE TRYING TO PUT IN PLACE. SO LOOKING AT SLIDE 22, WHERE WE'RE TALKING ABOUT ADVANCED COURSEWORK, LOOKING AT DUAL COURSE CREDITS AND ON RAMPS, WHERE WE'RE SIGNIFICANTLY BELOW, AND AGAIN, THIS IS FROM 23, 24, BUT WHERE WE'RE BELOW THE STATE AVERAGE AND QUITE A BIT BELOW THE GENERAL POPULATION. I KNOW THAT WE HAVE MADE SOME EFFORTS, I THINK, IN THE PAST COUPLE OF YEARS FOR OUR STUDENTS WHO ARE RECEIVING SPECIAL EDUCATION SERVICES TO BOOST ADVANCED COURSEWORK. 
          AND I'M ALSO LOOKING AT THAT ON SLIDE 28, WHERE ONE OF OUR THREE INDICATORS AT APPEAL TWO WAS ALGEBRA. AND THINKING ABOUT THIS ADVANCED MATH PUSH THAT WE'VE MADE WITH OUR GENERAL EDUCATION STUDENTS TO GET THEM TO ALGEBRA IN 8TH GRADE, BUT MAYBE NOT NECESSARILY SEEING THAT WITH OUR STUDENTS WHO RECEIVE SPECIAL EDUCATION SERVICES. SO CAN YOU TALK A LITTLE BIT ABOUT WHAT PLANS WE PUT IN PLACE TO BRING UP OUR NUMBERS WITH ADVANCED COURSEWORK? YEAH. 
          SO DR. NICHOLS TALKED ABOUT THE EFFORTS OF OUR, MOST OF OUR MIDDLE SCHOOLS AND INCLUDING A LOT OF US, MORE STUDENTS GETTING INTO ADVANCED COURSEWORK THAT INCLUDES OUR STUDENTS IN SPECIAL EDUCATION. SO WE WANT TO, WE DON'T WANT TO EXCLUDE ANYBODY. WE WANT TO BE A LITTLE BIT MORE INCLUSIVE OF ALL THE STUDENTS. SO YOU SEE ONE OF THE EXAMPLES WE USE, WE HAVE 88% OF OUR SIXTH GRADERS IN ADVANCED COURSEWORK. THAT'S WHERE IT ALL STARTS. SO THE GOAL IS TO GET 80, 85% OF ALL OF OUR STUDENTS IN AND INTO 8TH GRADE, ALGEBRA 1. AND SO THAT WILL HELP THE NUMBER OF STUDENTS IN SPECIAL EDUCATION TAKING ALGEBRA 1 AND 8TH GRADE LEADING INTO ADVANCED COURSEWORK IN HIGH SCHOOL. TAKING ALGEBRA 1 8TH GRADE ALSO GIVES THEM THE ADVANTAGE POINT OF NOW GETTING INTO ADVANCED COURSEWORK IN GEOMETRY INTO ALGEBRA 2. 
          COMBINING OUR EFFORTS WITH WHAT WE'RE DOING WITH TSIA 2, GETTING SOME INTERVENTION, ENHANCING THE CURRICULUM, BUT AGAIN, NOT JUST FOR STUDENTS THAT PASSED A PARTICULAR TEST IN FIFTH GRADE OR THAT SHOWED, YOU KNOW, IT'S JUST EVERYBODY, INCLUSIVE OF EVERYBODY. AND SO THAT ALSO SHOULD INCLUDE, SHOULD INCREASE OUR NUMBER OF STUDENTS IN SPECIAL EDUCATION, MEANING THE TSIA2, WHICH NOW LEADS INTO THEM ACCESSING THE DUAL CREDIT CLASSES. I'M NOT SURE WE TALKED ABOUT OPPORTUNITY KNOWLEDGE. 
          I'M NOT SURE HOW MANY. 
          BUT OUR PARENTS OR SO MANY OF OUR STAFF MEMBERS, RIGHT NOW WE'RE STILL WITH OUR STUDENTS IN GENERAL EDUCATION. WE'RE STILL GETTING COMMUNICATING TO WHERE ON RAMPS DOESN'T REQUIRE THE TSIA COMPONENT. 
          AND SO NOW JUST EXPANDING, TALKING THROUGH WITH STEVE AND THE COUNSELORS, YOU SAY A STUDENT WITH DISABILITIES, THE STUDENTS IN SPECIAL EDUCATION CAN ALSO TAKE THAT ON RAMPS CLASS AND THEN HAVE SOME SUPPORT SYSTEMS JUST LIKE WE WOULD WITH, WITH ANY OTHER STUDENT. AND SO WE GO BACK, YOU KNOW, TO WHERE IT'S NOT JUST OUR WHEN THEY GET TO SOPHOMORE LEVEL OR JUNIOR LEVEL, BUT REALLY GOING BACK DOWN TO WHAT WE'RE DOING IN FIFTH GRADE AS WE TRANSITION TO SIXTH GRADE IN THOSE ADVANCED COURSES. AND THEN ALSO THE NAVIGATE YOUR FUTURE CLASS, IT'S GOING TO BE A GAME CHANGER BECAUSE EVERY SINGLE STUDENT TO INCLUDE OUR STUDENTS WITH DISABILITIES ARE GOING TO GO THROUGH THAT CLASS AND THEN ARE REALLY PREPPING THEM FOR THE, FOR THAT GRADUATION PLAN AND THEN PUTTING THEM IN THE SAME PATH AS THEIR GENERAL EDUCATION PEERS, STUDENTS IN GENERAL EDUCATION. 
          THANK YOU, I APPRECIATE THAT. 
          AND YOU KNOW, I'M SURE ONCE WE SEE OUR, YOU KNOW, OUR 20, 24, 25, 25, 26 NUMBERS, WE'LL START TO SEE SOME OF THAT COME OUT IN OUR SPECIAL EDUCATION POPULATION. 
          CAN I. ANSWER THAT FOR YOU? I WANT TO NOT JUST GIVE YOU PINES IN THE SKY. NO, YOU CAN GO BACK TO THAT ONE. BUT ALSO KIND OF A REAL ANSWER. ONE OF THE THINGS THAT WHERE WE HAVE WORK TO DO IS ALSO THE IDEA OF MINDSET. ONE OF THE THINGS THAT WE'RE REALLY TRYING TO CHANGE IS THIS IDEA THAT IF YOU SEE SPECIAL EDUCATION NEXT TO MY NAME, THAT IT AUTOMATICALLY HAS THE SENSE OF WHAT I HAVE THE CAPACITY TO DO OR NOT DO. IT'S SPECIFIC TO HOW I QUALIFY. ONE OF THE THINGS WE SO CHANGING THAT MINDSET. I WANT TO GIVE A SHOUT OUT. I DID HAVE WAY BACK WHEN WHEN I WAS, I WAS JUST A LITTLE FUNNY WITH THE TEAM. TWO MILLION 
          [02:05:01]
YEARS AGO WHEN I WAS AREA SUPERINTENDENT, I HAD ONE CAMPUS WHERE THEY REALLY TOOK THIS TO THE NEXT LEVEL WAS HOPEWELL MIDDLE SCHOOL WHERE THEY CHANGED THE ENTIRE MINDSET WITHIN THEIR DEPARTMENT. WHERE THE THOUGHT WAS, EVEN IF A STUDENT IS IN RESOURCE, THEY CAN TAKE ALGEBRA IN MIDDLE SCHOOL. AND SO THEIR WHOLE THOUGHT IS, LOOK, EVEN IF I'M IN INCLUSION, EVEN IF I'M RESOURCE, I CAN STILL TAKE THE COURSE. 
          AND SO WHILE I DO HAVE SOME PEOPLE THAT ARE FAR AHEAD, I WILL TELL YOU THAT'S ONE OF THE THINGS WHERE I STILL WANT TO LIKE IN WORKING WITH THE TEAM, REALLY CHANGE THAT MINDSET AND HAVE PEOPLE UNDERSTAND IT'S CURRICULUM. I CAN ACCESS THE CURRICULUM AT ALMOST ANY GRADE LEVEL. SO LITERALLY, EVEN IF I'M A RESOURCE STUDENT, I CAN SAY, I CAN GIVE YOU MODIFIED CURRICULUM IN ALGEBRA. 
          I CAN STILL ACCESS THIS IN MIDDLE SCHOOL. BUT OFTENTIMES WHEN PEOPLE SEE SPED, THE THOUGHT PROCESS IS, OH, NO, I CAN'T TAKE AN ADVANCED COURSE. 
          BUT WHAT I WILL TELL YOU ALSO, IT'S ALSO A MINDSET SHIFT NOT JUST FOR OUR STAFF, BUT ALSO FOR OUR PARENTS AS WELL. 
          OFTENTIMES IF WE TRY TO SAY I THINK YOUR STUDENT CAN TAKE THIS, THERE'S THIS FEAR ATTACHED WITH THE STUDENT FAILING OR NOT DOING WELL WHERE OFTENTIMES PARENTS ARE ALSO RETICENT TO PUTTING THEIR KIDS IN THAT SPACE. SO FOR ME, WHEN I HEAR THAT, IT REALLY IS ABOUT A MINDSET SHIFT FOR THE WHOLE ENTIRE COMMUNITY AS FAR AS HOW WILL THAT LOOK DIFFERENTLY AS OUR COUNSELORS WORK WITH STUDENTS ON THAT AND SAYING WHY SHOULD YOU GO FOR THIS AND WHO SHOULD BE IN THIS CLASSES? AND THAT SPED DESIGNATION SHOULD NOT BE SOMETHING THAT PULL YOU BACK FROM THERE. THE OTHER THING TO PAY ATTENTION TO ALSO IS THIS. IN ONE OF THE EARLIER SLIDES, RODRIGO SPOKE TO HOW PEOPLE ARE QUALIFYING FOR SPECIAL EDUCATION IN OUR DISTRICT. AND AS I'M THINKING THROUGH YOUR QUESTION, ONE OF THE THINGS WE MIGHT HAVE TO DO IS ALSO LOOK AT THERE ARE SOME STUDENTS QUALIFICATIONS WHERE IT WILL NOT ALLOW THE STUDENTS TO BE ABLE TO TAKE ADVANTAGE OF CERTAIN OPPORTUNITIES. SO I THINK IT'S ALSO IMPORTANT TO BE ABLE TO SAY AS WE'RE LOOKING AT THE INCREASE IN OUR NUMBERS, THERE'S A DISPROPORTIONATE INCREASE IN CERTAIN QUALIFIERS THAT WILL IMPACT THAT OVERALL NUMBER. SO I THINK PART OF WHAT WE MAY HAVE TO DO IS PARSE OUT THE QUALIFIER AND REPORT OUT TO YOU BASED ON HOW PEOPLE QUALIFY. 
          RIGHT. 
          SO I MIGHT BE SPED BECAUSE I'M AUTISTIC AND THAT USUALLY HAS NOTHING TO DO WITH HOW MY ACADEMIC ACHIEVEMENT. 
          BUT IF I AM IN A LIT CLASS OR IF I HAVE RIGHT THERE ARE CERTAIN THINGS WHERE IT REALLY MIGHT PREVENT OR ENABLE YOUR ABILITY TO ACCESS THIS AND BE ABLE TO BE SUCCESSFUL IN A CERTAIN WAY. SO I THINK AS A TEAM WE MIGHT HAVE TO LOOK INTO HOW WE PARSE OUT THAT DATA DIFFERENTLY AND BASED ON OUR LOCAL CONTEXT AND THE STUDENTS WHO ARE WITHIN SPED, HOW ARE WE DOING OVERARCHING? I THINK THAT OVERARCHING NUMBER MAY HIDE WHO OUR STUDENTS ARE AND HOW THEY QUALIFY. SO WE'LL THINK ABOUT THAT A LITTLE BIT DIFFERENTLY AS FAR AS HOW WE GIVE YOU THAT INFORMATION. 
          CAN I ADD SOMETHING ELSE? TOWARDS THE END OF THE PRESENTATION WE TALKED ABOUT, I THINK IT'S THE 46 HOW MANY SLIDES WE HAD. WE TALKED ABOUT TRAINING OUR PRINCIPALS AND ADMINISTRATORS ON DATA DRIVEN SUPPORT SERVICES CONSIDERATIONS. AND THIS WAS TRANSITIONING FROM, FROM FIFTH TO SIXTH GRADE. AND SO WHAT WE DID THERE IS REALLY LOOKING AT THE STUDENTS DATA IN FIFTH GRADE AND THEIR PROGRESS. AND SO THEY DIDN'T HAVE TO MEET A CERTAIN THRESHOLD AS FAR AS STAAR, BUT HAVE THEY SHOWN GROWTH IN 4TH GRADE AND 5TH GRADE TO BE ABLE TO NOW TAKE ADVANCED COURSEWORK IN SIXTH GRADE WITH THE SUPPORT SYSTEMS, WITH THE ACCOMMODATIONS, WITH THE SCAFFOLDS. AND SO OUR MIDDLE SCHOOL PRINCIPALS WERE IN ALL THAT, JUST THE FACT OF HOW MANY TIMES WE MISSED ON SOME STUDENTS. AND BECAUSE AGAIN, THE LABEL OF SPECIAL EDUCATION IS THERE OR THEY HAVEN'T GROWN ENOUGH OR THEY HAVEN'T MET THIS THRESHOLD IN STAAR, THEN NO, WE'RE GOING TO GO AHEAD AND PUT YOU IN INCLUSION OR PUT YOU IN A MODIFIED CURRICULUM IN SIXTH GRADE INSTEAD OF REALLY PUSHING OUR STUDENTS THERE. SO THAT TRAINING WAS REALLY POWERFUL FOR ADMINISTRATORS TO SEE. 
          THANK YOU. AND I APPRECIATE YOU MENTIONING ALL OF THAT BECAUSE THAT IS SUCH A BARRIER TO OUR STUDENTS WHO RECEIVE SPECIAL EDUCATION SERVICES. 
          AND SOMETIMES PARENT HESITATION IS BECAUSE THEY'RE WORRIED ABOUT PUTTING THEIR STUDENT IN A CLASS WHERE THE MINDSET IS YOU REALLY SHOULDN'T BE HERE OR YOU SHOULDN'T DO THAT. AND WE HAVE WONDERFUL TEACHERS. AND I'M NOT SAYING. 
          BUT THAT'S JUST, THAT'S KIND OF A INGRAINED CULTURALLY RIGHT. 
          FROM YEARS AND YEARS BACK. AND SO I APPRECIATE WORKING ON BOTH ENDS. RIGHT. YOU KNOW, KIND OF THE PARENT FEAR OF FAILURE AND OUR TEACHERS TOO THAT, YOU KNOW, MORE OF OUR KIDS CAN ACCESS THIS 
          [02:10:02]
CURRICULUM. SO I APPRECIATE THAT. AND THEN I ALSO WANTED TO TALK ABOUT THE DISPARITIES IN DISCIPLINE, OUT OF SCHOOL SUSPENSIONS. I KNOW THAT YOU IDENTIFIED IT AS A CHALLENGE, BUT CAN YOU TALK A LITTLE BIT ABOUT PLANS IN PLACE TO CLOSE THAT GAP? YEAH. SO AGAIN, PUTTING THIS PRESENTATION TOGETHER OPEN UP, OPEN UP OUR EYES A LOT OF WHAT THE GAPS ARE AND WHAT WE CAN TRAIN INTO TO FILL THOSE GAPS. SO MARK AND LINDSAY, WHO'S THE DIRECTOR OF MULTI TIER SUPPORT SYSTEMS, ALSO TAKES CARE OF THE BEHAVIOR PIECE FOR STUDENTS IN GENERAL EDUCATION. SO THEY HAVE STARTED THE WORK IN TALKING ABOUT WHAT ARE THE EFFORTS IN TIER ONE BEHAVIOR PRACTICES, TIER TWO AND TIER THREE, BUT ALSO WHAT ARE THE PRACTICES AND BEHAVIOR PROTOCOLS OR PROCEDURES FOR OUR STUDENTS ONCE THEY'RE IN SPECIAL EDUCATION. SO REALLY PUTTING TOGETHER A RESPONSE TO INTERVENTION MODEL TO WHERE WE CAN JUMP FROM A STUDENT MISBEHAVING TO LET'S EVALUATE BECAUSE HE MIGHT HAVE A DISABILITY AND LET'S GO AHEAD AND MOVE HIM INTO SPECIAL EDUCATION. SO REALLY PUTTING THE SYSTEM TOGETHER AS TO HERE'S WHAT WE CAN DO PROACTIVELY. RIGHT. FOR THE STUDENT AS A STUDENT IS SHOWING MISBEHAVIORS. AND THIS WILL ALSO IMPACT ALL OF OUR REFERRALS, OUR ISS AND OSS. 
          BUT REALLY PUTTING INTO PUTTING TOGETHER A MULTI TIER SYSTEM OF SUPPORTS FOR ALL STUDENTS WITHIN A TIER ONE ENVIRONMENT AND THEN MOVING THEM THROUGH THE SYSTEM OF INTERVENTIONS, PARENT SUPPORT, PARENT FEEDBACK, TEACHER FEEDBACK. BEFORE WE EVALUATE ONCE THE STUDENT IS RECEIVING SPECIAL EDUCATION SERVICES, WE STILL NEED THAT SUPPORT SYSTEM IN THE TIER ONE MODEL. AND LOOKING THROUGH A MULTI TIER SYSTEM OF SUPPORT SYSTEMS WITHIN, WITHIN THE TIER ONE, WITHIN THE CORE AND INTERVENTION CLASS THROUGHOUT THE DAY. SO THEY'VE ALREADY STARTED TO TALK THROUGH WHAT THAT WOULD LOOK LIKE. AND WE'LL BE UPDATING YOU ON WHAT THE PLAN IS. AND THEN ONCE WE START TRACKING DATA AND ONCE WE START TRACKING WHAT, WHAT THE PLAN IS AND WHAT THE GAS ARE AND WHAT WE'RE COACHING INTO, WE'LL START UPDATING YOU ON THAT. 
          THANK YOU. AND THEN YOU MENTIONED A SPECIAL EDUCATION STRATEGIC PLAN WHICH I THINK IS FANTASTIC AND I'M VERY EXCITED ABOUT WHAT IS THE TIMELINE FOR THAT, THE DEVELOPMENT OF THAT. 
          SO FOLLOWING OUR CASCADE OF COMMUNICATION, MARK AND THE TEAM HAVE COMPLETED THAT, THAT STRATEGIC PLAN. SO WE'VE BEEN KNOW BACK AND FORTH WITH, WITH SOME FEEDBACK AND SO NOW IT'S READY TO TAKE IT TO THE BOSS AND GET HER FEEDBACK AS TO ARE WE IN LINE, ARE WE ALIGNED WITH OUR OVERARCHING GOALS? BUT THEN ALSO LOOKING AT THE DATA, IS IT ALIGNED TO WHAT THE, THE DATA IS TELLING US TO DO AND DOES THAT STRATEGIC PLAN ADDRESS ALL THOSE ISSUES? SO THAT'S WHAT, THAT'S WHAT'S NEXT ON THE TABLE. 
          THANK YOU. I CAN'T WAIT TO SEE THAT. OKAY, JUST A COUPLE MORE QUESTIONS. SORRY Y'. 
          ALL. 
          CAN. CAN YOU CONFIRM THAT I HEARD THIS RIGHT? THAT TRANSITION PLANNING IS STARTING IN SEVENTH GRADE NOW VERSUS 14 YEARS? IS THAT WHAT YOU SAID? BECAUSE I KNOW WE'RE REQUIRED TO DO IT AT 14 YEARS OLD, BUT YOU'RE SAYING WE'RE STARTING IN SEVENTH GRADE? YES. WE WANT TO MERGE OUR EFFORTS AND WHAT WE'RE DOING WITH THE NAVIGATE YOUR FUTURE IN SEVENTH GRADE INSTEAD OF WAITING TILL THEY TURN 14. 
          THAT'S GREAT. I WOULD MOVE IT UP EARLIER IF I HAD THE POWER TO DO THAT. 
          BUT I LOVE THAT WE'VE MOVED IT TO SEVENTH GRADE. 
          TRUSTEE MARKUM, CAN I ASK A FOLLOW UP ON TRANSITION? YES, YOU MAY. 
          ONLY BECAUSE TRUSTEE MARKUM AND I HAVE TALKED ABOUT IT. 
          SHE SINGS THE PRAISES OF TRANSITION PLANNING AND I THINK THAT THE VALUE COULD BE INCREASED. AND SO I JUST THINK IT'S REAL INTERESTING THAT WE HAVE SUCH DIFFERENT PERSPECTIVE AND IT'S JUST TWO SPED MAMAS TALKING TO EACH OTHER ABOUT THEIR KIDDOS EXPERIENCES. 
          BUT I DON'T KNOW WHAT A TRANSITION PLAN LOOKS LIKE FOR HER CHILD OR ACTUALLY ANY OTHER CHILD IN THE DISTRICT EXCEPT FOR MINE. AND I HAVE NOT FOUND ANY VALUE IN IT. IT HAS ALWAYS SEEMED LIKE A CHECK THE BOX KIND OF EXPERIENCE. AND SO I DIDN'T KNOW IF THERE WAS A STANDARDIZED PLAN OR TRAINING. 
          COULD YOU TALK JUST A LITTLE BIT MORE ABOUT THE TRANSITION PLANNING? BECAUSE I THINK IT'S SUCH A VITAL PIECE FOR SOME OF OUR STUDENTS TO HAVE A REAL GOOD HANDLE ON WHAT LIFE AFTER HIGH SCHOOL LOOKS LIKE. 
          WELL, AND IF. AND I'M JUST GOING TO INTERRUPT REAL FAST, BUT I THINK YOU SAYING THAT YOU'RE ALIGNING IT WITH THE SEVENTH GRADE, NAVIGATE YOUR FUTURE. AND I THINK THAT'S WHERE WE'VE KIND OF BEEN MISALIGNED OR NOT ALIGNED IN THE TRANSITION PLANNING. 
          FOR ME, IT'S, HOW DO WE GET TO THAT GOAL OF WHAT MY CHILD WANTS TO DO? AND I KNOW THERE'S ONLY SO EARLY WITH, WITH ANY STUDENT. 
          HOW EARLY, YOU KNOW, THAT'S ACCURATE AND TIME WILL TELL, YOU KNOW, WITH THESE COURSES, IF THEY PROVE TO HOLD THE VALUE THAT WE HOPE THEY DO. 
          BUT I'M THINKING ALIGNING IT WITH THAT, NAVIGATING THE FUTURE AND CAREER IN MIND. I KNOW FOR ME, 
          [02:15:01]
THE VALUE HAS BEEN BEING ABLE TO WORK BACK FROM THAT AND BUILD GOALS BASED ON WHAT THAT END GOAL IS. AND IT SOUNDS LIKE. AND THAT WAS MY EXPERIENCE WITH IT, AND I KNOW THAT WASN'T NECESSARILY YOURS, BUT IT SOUNDS LIKE MAYBE WE'RE FINDING SOME CONSISTENCY IN THAT CONCEPT. 
          WELL, AND JUST IN MY EXPERIENCE, I WILL SAY ONE OF OUR TRANSITION PLANS WAS I WANT TO BE A COWBOY WHEN I GROW UP, BUT HE'S DEATHLY AFRAID OF HORSES. AND SO IT JUST. 
          THAT'S WHY I LIKE, HOW CAN WE STRENGTHEN THAT TRANSITION PROGRAM AND TRANSITION PLANNING PROCESS FOR ALL KIDDOS? SO WE ALL WALK AWAY, AWAY WITH THE FEELING OF THE VALUE LIKE TRUSTEE MARKUM HAS WITH HER KIDDO. 
          THAT'S THE GOAL. 
          THAT'S THE GOAL TO GET THAT EXPERIENCE FOR ALL OF OUR PARENTS AND ALL OF OUR FAMILIES. AND THAT'S BEEN THE TASK THAT I'VE GIVEN THE DEPARTMENT AND GIVEN MARK. AND SO AGAIN, WE'RE TALKING WITH STEVE, WE'RE TALKING WITH ALL THE STAKEHOLDERS, LEADERS INTO HOW IS IT, WHAT IS THAT GOING TO LOOK LIKE? THE GOAL OF THE NAVIGATE YOUR FUTURE COURSE IS FOR THE STUDENT TO REALIZE THEIR STRENGTHS OR WEAKNESSES, WHAT THEY WANT TO BE AND HOW THEY'RE GOING TO GET THERE. THAT'S VERY SIMILAR TO THESE TRANSITION ASSESSMENTS. 
          BUT BECAUSE THAT'S GOING TO BE VALUABLE, THERE'S GOING TO BE SOME PARENT COMPONENT WHERE WE'RE BRINGING IN PARENTS AND STUDENTS ARE GOING TO PRESENT TO PARENTS. WE WANT THAT EXACT SAME EXPERIENCE FOR OUR STUDENTS, SPECIAL EDUCATION. SO REGARDLESS OF DISABILITY, REGARDLESS OF RACE, COLOR, WE WANT ALL THAT FOR ALL OUR STUDENTS TO BE ABLE TO BE THAT EXPERIENCE AT THAT LEVEL THAT SHE'S TALKING ABOUT. 
          THANK YOU. 
          GO AHEAD. 
          NO, NO, GO AHEAD. 
          YOU WERE ASKING A QUESTION SPECIFICALLY AS IT RELATES TO SPED. 
          BUT WHAT I WOULD DO IS TO ZOOM OUT EVEN MORE AND JUST TALK ABOUT HOW THAT SPED EXPERIENCE FITS INTO OUR OVERARCHING EXPERIENCE. ONE OF THE THINGS THAT WE TALKED ABOUT WHEN WE SAID WHY WE WANT TO NAVIGATE IN YOUR FUTURE CLIENTS CLASS IS BECAUSE HAVING THAT EXPERIENCE IN 8TH GRADE THERE WAS NOT ENOUGH TIME. AND I THINK WHAT YOU'RE SPEAKING TO IS THAT IDEA OF YOUR SUCH AN IMPORTANT CONVERSATION IS SQUEEZED INTO A SHORT PERIOD OF TIME WHERE WE HAVE VIRTUALLY CLOSE TO 4,000 STUDENTS HAVING TO HAVE THAT EXPERIENCE. AND THEN YOU HAVE THE COUNSELORS FROM THE HIGH SCHOOL AND DURING DOUBLE DUTY, I'M GRADUATING KIDS. 
          AT THE SAME TIME I'M TRYING TO CREATE THOSE TRANSITION PLANS FOR THOSE STUDENTS. AND AT THE SAME TIME YOU HAVE THE MIDDLE SCHOOL COUNSELORS. I'M TRYING TO GET KIDS FIFTH TO SIXTH, BUT ALSO EIGHT TO NINTH. AND SO I JUST WANT TO REALLY STATE EMPHATICALLY, EVEN THOUGH IT WAS NOT A POPULAR DECISION WHEN WE SAID IT, WE'RE EMPHATIC AS FAR AS WHY WE PLACED IT TO SEVENTH GRADE. THE ISSUE WAS NOT PEOPLE'S HEART. IT WAS WAS NOT THAT WHAT THEY WANTED TO DO WAS NOT A GOOD PLAN. 
          THERE'S JUST NOT ENOUGH TIME BASED ON THE THINGS THAT ARE HAPPENING AT THAT PERIOD OF TIME. SO TO GIVE PEOPLE THE QUALITY SERVICE FOR EVERYONE AND THEN ALSO TO FIT THE SPED PROCESS WITHIN THAT, WE REALLY NEEDED TO BACK IT UP SO THAT WE HAVE MORE TIME TO TALK TO PARENTS AND PLAN WITH KIDS. SO THE NAVIGATING YOUR FUTURE IS NOT JUST ABOUT THAT SIDE BY SIDE WITH IT. AND WE HAVE NOT GIVEN YOU GUYS THE INFORMATION ON THIS WILL BE THE PARENT EXPERIENCE AS FAR AS AS THEY'RE PLANNING CERTAIN ASPECTS. THEN WE CAN TALK TO PARENTS. SO THERE'S A LOT OF SELF DISCOVERY AS FAR AS HOW IT ALIGNS TO WHAT THEY WANT TO DO AND PLANNING BACKWARDS WHERE THEN AND THEN PLANNING CORE SUBJECT BY CORE SUBJECT. SO AS WE GO THROUGH AND WE SAID OKAY, BASED ON WHAT YOU WANT TO BE, WHAT NEEDS TO HAPPEN IN YOUR ENGLISH COURSES. AND THEN THAT BECOMES A DISCUSSION. WE PUT THAT IN YOUR, YOUR PERSONALIZED GRADUATION PLAN. THEN WE TALK ABOUT BASED ON WHAT YOU WANT POST SECONDARY, WHAT DO WE DO IN MATH? SO YOU HAVE THE ABILITY TO TALK ABOUT IT. YOUR STUDENT WILL COME HOME AND TALK TO YOU ABOUT IT. AND THEN AT THE SAME TIME YOU WILL HAVE THE SPED DEPARTMENT COMING ALONGSIDE, EVEN OUR EMERGENT BILINGUAL COMING ALONGSIDE AND HAVE THEM TO DISCUSS DISCUSSION. AS FAR AS WHAT DOES THAT SPECIFICALLY LOOK LIKE FOR THAT POPULATION WITHIN THAT PROCESS. SO AGAIN, THAT IS, I WANT EVERYONE TO UNDERSTAND THAT'S THE MAJOR REASON WE DID THIS FROM A CUSTOMER SERVICE VANTAGE POINT AND HAVING THE TIME TO REALLY TALK THROUGH THIS, ESPECIALLY PEOPLE WHERE THIS IS YOUR FIRST EXPERIENCE GOING FROM WITH A STUDENT GOING FROM EIGHTH TO NINTH GRADE. IT COULD BE KIND OF SCARY IF YOU REALLY DON'T UNDERSTAND THE FULL PROCESS OF AS A PARENT. 
          AND WE WANTED TO MAKE SURE THAT EVERYONE HAD FULL UNDERSTANDING AND THEY GOT THE TIME TO DESERVE TO MAKE REALLY GOOD DECISIONS. 
          FOR THE SAKE OF TIME. I WILL SAVE MY OTHER QUESTION AND JUST ASK YOU, DR. AZAIEZ LATER. I'D LIKE TO UNDERSTAND A LITTLE BIT MORE ABOUT LID TRAINING AND WHAT THAT THE LID TRAINING YOU MENTIONED IN THE PRESENTATION AND WHAT THAT LOOKS LIKE. AND THEN I'M GOING TO PUT A PIN IN THIS FOR NOW. BUT IDENTIFY FINANCIAL INEFFICIENCIES IS SOMETHING THAT I WOULD LIKE 
          [02:20:01]
TO COME BACK TO AND POTENTIALLY EITHER GO IN A BOARD UPDATE OR UNDERSTAND MORE. I MEAN I UNDERSTAND YOU GUYS ARE STILL LOOKING AT THAT NOT KNOWING HOW MUCH WE'RE GOING TO GET FROM THE NEW TIERED SYSTEM, TIERED FUNDING SYSTEM. I'M JUST CURIOUS ABOUT IDENTIFYING INEFFICIENCIES AND ALIGNING THAT WITH FEDERAL MANDATES AND IDEA AND MAKING SURE THAT WE'RE STILL PROVIDING ALL OF THE SERVICES THAT WE, WE NEED TO AND THAT WE'RE REQUIRED TO. 
          SO I'M GOING TO PUT A PIN IN THAT FOR NOW BECAUSE I KNOW ALL THE INFORMATION IS NOT THERE, BUT I'M JUST SAYING IT OUT LOUD FOR ACCOUNTABILITY THAT I WOULD LIKE TO COME BACK TO THAT. 
          THANK YOU. I APPRECIATE YOU ANSWERING ALL MY QUESTIONS. 
          TRUSTEE CUERO. 
          THANK YOU. JUST REAL QUICK ON SLIDE 8, IF YOU LOOK AT THE INCREASE, I'M GLAD YOU MENTIONED PARSING OUT THE DATA BECAUSE I WANTED TO SEE WHAT THE BREAKOUT IS OR WHAT IS CONTRIBUTING TO THE INCREASE. RIGHT. ARE STUDENTS BEING ASSESSED OR DIAGNOSED BETTER NOW THAN A FEW YEARS BACK? WHAT IS ATTRIBUTING TO THAT INCREASE AND HOW IS IT INITIATED? IS IT INITIATED BY THE PARENTS OR BY THE SCHOOL? SO I CAN TALK THROUGH SOME OF THE VARIABLES. THERE'S BEEN A LOT MORE MOVEMENTS AND IN THE RECENT YEARS BUT IT ALSO ARE PROTOCOLS OR SYSTEMS FOR CHILD FIND WHETHER IT'S A TEACHER, IT'S A TEACHER, IT'S A PARENT IDENTIFICATION OR PARENT REQUEST. WE ARE AT A 90. 
          REMIND ME OF OR LET ME KNOW IF I GET THIS WRONG ABOUT 96 SUCCESS RATES ONCE THE EVALUATION PROCESS GOES THROUGH. AND SO OUR PROTOCOLS AND PROCESSES ARE SUPER TIGHT ONCE THE TEACHER IS ONCE THE STUDENT IS IDENTIFIED FOR EVALUATION. 
          MY NEXT QUESTION WOULD BE REGARDING CTE. IS IT THE CASE THAT MORE SPECIAL STUDENTS ARE JOINING THE PROGRAM BECAUSE THERE ARE MORE PROGRAMS AVAILABLE AS OPPOSED TO A FEW YEARS BACK HAS THE PROGRAM AN INCREASE FOR CTE SO THAT IT ACCOMMODATES BEST STUDENTS. 
          SO A LITTLE BIT OF BOTH OUR PROGRAM COURSES HAVE INCREASED, BUT ALSO WE'VE BEEN PURPOSEFUL OF ALL OF OUR STUDENTS ACCESSING THOSE TYPE OF COURSES. SO YOU SEE A BIG JUMP IN THE STUDENTS JUST GETTING TO. AND CTE COURSE. SO THE CTE DEPARTMENT HAS DONE A GREAT JOB AGAIN, OF GETTING ALL OF OUR STUDENTS, PROVIDING THEM WITH WHAT'S IN FRONT OF THEM, GOING BACK TO MIDDLE SCHOOL, GOING BACK TO THE TRANSITION PLANS FROM 5TH TO 6TH, 8TH TO 9TH, AND ENSURING THAT THEY ALSO HAVE ACCESS TO THESE TYPE OF COURSES. 
          AND GOING BACK TO PRESIDENT MARKUM'S QUESTION AROUND DISCIPLINE, CAN YOU DESEGREGATE THE DATA A LITTLE BIT MORE SO WE CAN SEE IT BY GRADE LEVEL AND BY A STUDENT DEMOGRAPHIC? WE HAVE IT BY GRADE LEVEL AND SO WE CAN PROVIDE THAT TO YOU ALL. AND THEN BY DEMOGRAPHIC AS WELL. WE HAVE A PRESENTATION THAT'S ABOUT TO SAY THANK YOU FOR. WE'RE SUPPOSED TO DO A DISCIPLINE PRESENTATION. ACTUALLY, THE. 
          I THINK SEPTEMBER 10TH. 
          SEPTEMBER 10TH. RIGHT. 
          I THINK THAT'S. SO WE WOULD BE SEGREGATING THE DATA A LITTLE BIT MORE AROUND THE SPLIT. I JUST WANT TO ADD. I KNOW THERE WAS ALSO PART OF THE. I DON'T KNOW IF YOU REMEMBER THIS, BUT THE STATE USED TO HAVE A CAP AND THEY USED TO MAKE IT VERY DIFFICULT FOR SCHOOL DISTRICT AND PARENTS TO GET THEIR KIDS ACTUALLY EVALUATED. AND SO THAT'S ALSO PART OF THE PROBLEM THAT. THAT REALLY CREATED MAJOR PROBLEMS FOR A LOT OF OUR PARENTS AND PARENTS IN GENERAL. RIGHT. AND STUDENTS ALSO, TO GET IT IDENTIFIED. 
          YEAH. THE REASON WHY I'M ASKING IS BECAUSE MY, MY, MY STUDENT, WE HAD TO PRIVATELY GO OUTSIDE THE DISTRICT AND GET THE EVALUATION SO HE COULD GET THE SERVICES HE NEEDED. 
          OKAY. I DON'T SEE ANYONE ELSE IN THE QUEUE. THANK YOU TO YOU AND YOUR STAFF. OH, TRUSTEE LANDRUM. 
          DID IT NOT SHOW UP? I'M SORRY. 
          OKAY, SO I DO HAVE TWO LAST QUESTIONS. FIRST ONE IS ON PAGE 26. ARE THESE STANDARDIZED LABELS THAT COME FROM TIA? THESE COME FROM THE FEDERAL GOVERNMENT. 
          FEDERAL GOVERNMENT. OKAY, SO WHO DO I NEED TO TALK TO ABOUT BETWEEN TO CHANGE THE WORD REGULAR? THE FEDERAL GOVERNMENT. 
          OKAY. I'M PUTTING THEM 
          [02:25:01]
ON MY LIST. I HAVE A KID IN TAG, A KID IN GEN ED, AND A KID IN SPECIAL EDUCATION. YOU TELL ME WHAT'S REGULAR ANYWAY, ON SLIDE 38 JUST IRRITATES ME. 
          ON SLIDE 38, THE SLIDE THAT. 
          TALKING ABOUT THE COMPLAINTS. 
          THIS SLIDE TO ME REPRESENTS PRIVILEGE. 
          SOMEBODY WHO KNOWS ENOUGH ABOUT THE SYSTEM TO MAKE A COMPLAINT, KNOWS ABOUT WHAT YOU CAN COMPLAIN ABOUT, HAS THE RESOURCES TO DEDICATE TO WRITING A COMPLAINT OR HIRING SOMEBODY TO WRITE A COMPLAINT AND THEN PUSH IT THROUGH TO HIRING SOMEBODY TO GET THEM THROUGH MEDIATION AND THROUGH A DUE PROCESS. 
          SETTLEMENT IS EXPENSIVE. IT'S TIME CONSUMING. I DON'T KNOW. 
          JUST WONDERING IF WE'VE DONE A DEAL, DIVE INTO IF THERE'S ANY TRENDS IN THESE COMPLAINTS, IF THERE'S LESSONS TO BE LEARNED. YOU KNOW, I KNOW, I UNDERSTAND THE BACKGROUND BEHIND THEM, BUT JUST WHAT ARE WE LEARNING RATHER THAN JUST HAVING A PILE OF COMPLAINTS THAT END UP AT TIA, AND WHAT ARE WE LEARNING FROM IT? SO THAT IS PART OF THEIR. THE TEAM STRATEGIC PLAN, BECAUSE IT'S. FOR US, THIS IS LIKE AN OUTCOME OF A TREND, OF A PATTERN THAT HAS HAPPENED IN OUR SCHOOLS WITH OUR STUDENTS, WITH THEIR FAMILIES, WITH CAMPUSES. AND SO THIS IS JUST AN OUTCOME OF THAT. AND SO THEY'VE HAD THE DATA, THEY'VE HAD THE TRENDS, THEY'VE HAD PATTERNS. AND SO THE STRATEGIC PLAN WILL TALK THROUGH HOW TO TRAIN INTO RESOLVING THOSE PATTERNS, BEING PROACTIVE BEFORE WE GET TO THIS SIDE, BUT IT WILL BE PART OF THEIR STRATEGIC PLAN. 
          AND I REALLY APPRECIATE THAT BECAUSE I THINK BEING PROACTIVE, NOBODY'S HAPPY WHEN WE GET TO THIS LEVEL. DISTRICT'S NOT HAPPY, SCHOOL'S NOT HAPPY, PARENTS AREN'T HAPPY. KIDS MAY OR MAY NOT EVEN KNOW WHAT'S GOING ON BEHIND THE SCENES. 
          BUT JUST TRYING TO BE PROACTIVE IN LEARNING FROM WHERE FAMILIES GET IRRITATED ENOUGH THAT THEY WANT TO PUSH IT UP TO THE STATE LEVEL, I THINK THAT'S REALLY IMPORTANT LEARNING LESSON FOR US AS A DISTRICT. SO THANK YOU. I APPRECIATE THAT. 
          THANK YOU. I'LL ECHO THAT. 
          THAT. I APPRECIATE THAT THERE YOU'VE IDENTIFIED A CHALLENGE AND THAT WE'RE. WE'RE DOING SOMETHING ABOUT IT. I KNOW OTHER DISTRICTS HAVE HAD SUCCESS TOO, WITH THE PARENT ENGAGEMENT PIECE OF IT. WE KNOW THAT REALLY IN A LOT OF DISTRICTS, THERE'S A LOT OF DISTRUST BETWEEN ADMINISTRATION, SCHOOL STAFF, AND PARENTS. AND HAVING A VULNERABLE CHILD IS. IS DIFFICULT. RIGHT. AND SOME OF THAT JUST ORGANICALLY COMES OUT OF HAVING, YOU KNOW, THAT VULNERABILITY. BUT I THINK THE PARENT ENGAGEMENT PIECE OF THAT IS SO IMPORTANT TOO. 
          SO I LOOK FORWARD TO SEEING HOW WE'RE. WE'RE TRAINING INTO THAT PIECE AS WELL. THANK YOU SO MUCH FOR THIS PRESENTATION, FOR PROVIDING ALL OF THIS INFORMATION AND BEING TRANSPARENT WITH IT AND IDENTIFYING THAT THIS ALLOWED YOU TO SEE SOME GAPS AND YOU'RE DOING SOMETHING ABOUT IT. SO I APPRECIATE THE ACTION. I APPRECIATE THE HARD WORK OF YOUR STAFF AND EVERYTHING THAT YOU GUYS ARE DOING. SO THANK YOU. FOR BEING HERE TONIGHT, I DID WANT TO ASK TRUSTEES, DO YOU WANT TO TAKE A BREAK OR DO YOU WANT TO MOVE FORWARD? OKAY, LET'S MOVE FORWARD THROUGH AT LEAST ONE MORE PRESENTATION AND THEN WE'LL TAKE A BREAK AFTER THAT. 
          THANK YOU. 
          THANK YOU. OKAY, SO WE'LL MOVE ON TO F3 BOND UPDATE. 
          DR. AZAIEZ. 
          YEAH, I JUST WANT TO THANK THE STAFF ALSO FOR NOT ONLY STAYING LATE TONIGHT, BUT ALSO SO ALL THE HARD WORK FOR PREPARATION FOR THE PRESENTATION, BUT ALSO THE HARD WORK WORKING WITH OUR TEACHERS, OUR PARENTS AND OUR STAFF. 
          THEY REALLY DO AMAZING WORK. 
          ALL RIGHT. WHAT WE PROMISED OUR BOARD MEMBERS OBVIOUSLY AND OUR COMMUNITY THAT WE KEEP OUR KEEP YOU AS WELL AS OUR COMMUNITY UPDATED WITH THE PROGRESS WITH THE 2020-24 BOND. I DON'T KNOW IF YOU KNOW, BUT THERE'S A LOT OF PROJECT, A LOT OF PROJECT NOW YEAR ONE, WE SECURED THE FUNDS LAST YEAR. 
          RIGHT. AND THEN ALSO START WORKING ON GETTING A LOT OF LIKE SELECTING ARCHITECTS AND GETTING PERMITS AND THINGS LIKE THAT. AND THIS YEAR IS ACTUALLY WE SEE A LOT, A LOT OF PROJECT ALREADY EITHER COMPLETED OVER THE SUMMER OR STARTED ALREADY WILL BE COMPLETED SOMETIME THE END OF THIS SCHOOL YEAR, MAYBE END OF SUMMER OF 2027. SO I WANT TO LET OBVIOUSLY WILL AND ALSO MIKE, I DON'T KNOW IF YOU WANT TO START. MIKE, GIVING US AN UPDATE HOW WELL HAPPENED ESPECIALLY SINCE LAST TIME WE PRESENTED TO YOU. 
          GOOD EVENING PRESIDENT MARKUM, BOARD OF TRUSTEES, DR. AZAIEZ. FIRST OF ALL, I WANT TO THANK A COUPLE OF SPECIAL GROUPS. OBVIOUSLY OUR CONSTRUCTION TEAM, THEY DID A TREMENDOUS AMOUNT OF WORK OVER THE SUMMER SUMMER KEEPING PROJECTS GOING. SO A BIG THANKS GOES OUT TO THEM. 
          BUT MORE SPECIFICALLY, THERE WERE A HANDFUL OF CAMPUSES AND A FEW TEACHERS AND A FEW CUSTODIANS THAT WERE DIRECTLY IMPACTED. 
          CONSTRUCTION NEVER GOES THE WAY THAT WE WANT IT OR DOESN'T 
          [02:30:02]
ALWAYS. AND WE HAD A FEW CAMPUSES AND A FEW ROOMS THAT WE DIDN'T GET TEACHERS IN QUITE AS SOON AS THEY EXPECTED EXPECTED AND AS WE EXPECTED. 
          SO WE INCONVENIENCED A LOT OF FOLKS AND THEY WERE JUST TROOPERS. THEY DIDN'T. THEY COMPLAINED A LITTLE BIT, BUT THEY STILL GOT IN THERE. 
          WE DID IT AS QUICKLY AS WE COULD AND I WANT TO THANK THEM FOR THEIR PATIENCE AND WORKING WITH US. AND UNBELIEVABLY YESTERDAY MORNING THEY WERE STILL READY FOR EVERY SINGLE STUDENT IN THE DISTRICT. SO THE TEACHERS AND THE CUSTODIAL STAFF JUST DID AN AMAZING JOB JOB. SO HATS OFF TO THEM. 
          TONIGHT IS NOT SO MUCH ABOUT INDIVIDUAL PROJECTS. 
          WE'VE IN THE PAST WE TYPICALLY REALLY DIVE DOWN INTO THE DETAILS AND SCOPE OF EACH PROJECT. REALLY TONIGHT IS MORE ABOUT THE BIG PICTURE OF THE 2024 BOND. THIS WAS OUR FIRST FULL PRODUCTIVE SUMMER. 
          IT'S THE SECOND SUMMER OF THE BOND, BUT WE WERE STILL IN DESIGN LAST YEAR IN PROCUREMENT. 
          BUT THIS YEAR WE DID LAUNCH WITH QUITE A FEW PROJECTS, NEW CONSTRUCTION PROJECTS. SO TONIGHT'S STORY IS KIND OF ABOUT. IT'S A LITTLE BIT ABOUT STARTING MAJOR PROJECTS, IT'S MANAGING THE ONGOING PROJECTS, BUT IT WAS ALSO COMPLETING PROJECTS AND TURNING OVER SOME OF THOSE SPACES BACK TO THE CAMPUSES AT THE END OF THE SUMMER. THIS IS JUST A REMINDER WE'RE NOT GOING TO GO INTO A WHOLE LOT OF DETAIL HERE. THIS IS A OUR DASHBOARD. I JUST WANT TO REMIND THE COMMUNITY THAT THIS IS A RESOURCE FOR THEM. IT'S GOT A LOT OF INFORMATION ON THE BOND. IT'S GOT THE CAMPUSES WHERE PROJECTS ARE ONGOING, THE PROJECT SCOPE, THE STATUS OF THOSE PROJECTS, THE BUDGET OF THOSE PROJECTS, AS WELL AS FUNDS THAT ARE COMMITTED AND ENCUMBERED SO FAR. AND THE MAP ITSELF KIND OF SHOWS THAT WE'RE NOW AT A POINT WHERE THERE'S ACTIVITY HAPPENING AT A PRETTY SIGNIFICANT AMOUNT OF OF CAMPUSES THROUGHOUT THE DISTRICT, PRETTY MUCH ACROSS THE ENTIRE DISTRICT AND ALL AT THE SAME TIME. AND I THINK IT'S IMPORTANT THAT WHEN WE START THINKING ABOUT A $932 MILLION BOND THAT TYPICALLY OUR MINDS MIGRATE TOWARDS THE LARGE CONSTRUCTION PROJECTS, ROUND ROCK HIGH SCHOOL AND MCNEIL, WHEN IN REALITY THOSE ARE BIG, BUT WE'VE GOT A LARGE, SUBSTANTIAL PART OF OUR PROJECTS ARE ABOUT TAKING CARE OF THE EXISTING FACILITIES AND ALL OF THE DIFFERENT MAINTENANCE. 
          BUT ANYWAY, THIS IS JUST FOR THE COMMUNITY TO LOOK AT AS THEY NEED TO. THIS SLIDE HERE SHOWS THE TOTAL ALLOCATION BY EACH VERTICAL LEARNING COMMUNITY OF THE FIVE VERTICAL LEARNING COMMUNITIES. THE SIXTH BAR THERE IS THE DISTRICT WIDE PROJECT. SO MOST PROJECTS ARE BROKEN DOWN BY CAMPUS, BUT WE HAVE A FEW PROJECTS THAT ARE DISTRICT WIDE. SO THEY'RE NOT SPLIT SPECIFIC TO A CAMPUS. 
          THEY COVER MULTIPLE CAMPUSES. 
          THIS SLIDE SHOWS THE LIGHT COLOR AT THE BOTTOM OF THE BAR. OF EACH BAR IS THE ENCUMBERED AMOUNT FOR THAT VERTICAL LEARNING COMMUNITY. 
          AND THE DARK COLOR IS THE UNENCUMBERED ALLOCATED, BUT UNENCUMBERED FOR ALL THE PROJECTS IN THAT VERTICAL LEARNING COMMUNITY. 
          AND JUST A NOTE TOO, THERE'S SOME CAMPUSES WHERE SOME PROJECTS WHERE DESIGN WAS FUNDED, BUT THE PROJECT, THE CONSTRUCTION OF IT IS NOT YET. SO THERE'S A LOT MORE THAT IS ALLOCATED BUT NOT ENCUMBERED, DESPITE IT BEING DESIGNED. SO AGAIN, THIS SUMMER WAS REALLY A TURNING POINT. IT WAS OUR FIRST COMPLETE SUMMER. WE DID BREAK GROUND ON NINE COMPREHENSIVE PROJECTS THAT WERE IN DESIGN. 
          IN EARLY SPRING WE CAPITALIZED ON THIS WINDOW WHICH ALLOWED US TO COMPLETE SEVERAL TARGETED PROJECTS. ONE OF THOSE PHASE TWO WATER OF THE WATER BOTTLE FILLING STATIONS, THE DEMOLITION OF CTE, THE INTERIOR OF THE CTE AREA. 
          AND IF I MAY, I KNOW YOU GUYS ARE ON A TIME SCHEDULE HERE. I WANT TO GO OFF ON A TANGENT. 
          TRUSTEE LANDRUM AND DR. 
          NICHOLS MENTIONED GIRL POWER. 
          COUPLE OF COMMENTS THAT I WANT TO MAKE. FIRST OF ALL, LAST YEAR WE PARTNERED WITH CTE DURING SPRING BREAK FOR SHADOW DAY AND WE PULLED IN TWO OF OUR ARCHITECTS TO TALK TO. I THINK IT WAS SIX OR SEVEN CCE KIDS FOR ABOUT HALF A DAY ON CAREER AND ARCHITECTURE. 
          BOTH OF THEM WERE FEMALES AND HALF THE CLASS WAS FEMALES. 
          AND I HONESTLY THINK THE FEMALES ASKED MORE CHALLENGING QUESTIONS. BUT IT WAS NICE TO SEE THAT MIX. THE OTHER THING I'D LIKE TO SAY IS OUR CTE TEAM, THE DESIGN TEAM, CORRIGAN ARCHITECTS IS AN ENTIRELY FEMALE TEAM. I'VE BEEN IN THIS BUSINESS FOR 26 YEARS AND I'VE NEVER REALLY LOOKED FOR A DESIGN TEAM THAT WAS ALL MALE OR ALL FEMALE. AND WILL, YOU CAN TELL ME YOUR OPINION. 
          BUT THE FOUR LADIES THAT ARE WORKING ON OUR CTE PROJECT ARE UNBELIEVABLE. THEY WORK REALLY WELL TOGETHER. DR. AZAIEZ HAS WORKED WITH HIM AND A LOT OF OUR CABINET HAS AND THAT IS PROOF THAT THERE IS GIRL POWER. 
          [02:35:02]
AND THAT LEVEL OF PROFESSIONALISM DOESN'T MATTER WHETHER YOU'RE MALE OR FEMALE. 
          SO THEY'RE HOLDING THEIR OWN. 
          CONTINUING. BERKMAN ELEMENTARY SCHOOL RECEIVED SOME NEW FLOORING, CEILING, RESTROOM REFRESH, SOME LIBRARY STORAGE ADDITIONS. 
          CITY FOLKS. NOT AUDITORIUM, NOT AUDITORIUM, NOT AUDITORIUM. THIS IS ONGOING. THE INFRASTRUCTURE ROUGH IN FOR THE MECHANICAL AND ELECTRICAL AND PLUMBING AND TECHNOLOGY IS GOING IN. 
          THEY'RE GOING TO BE POURING THE GRADE BEAMS FOR THE NEW ENTRYWAY OVER THE NEXT WEEK OR SO. 
          GREAT OAKS, THE NEW FIRE LANE AND 28 PARKING SPACES, WHICH I THINK IN THE END WE'RE GOING TO HAVE OVER 100 ADDITIONAL PARKING SPACES. BUT I TELL YOU, AT GREAT OAKS 2028 MAKES A HUGE DIFFERENCE ON THE FIRST DAY OF SCHOOL. THOSE ARE COMPLETE. 
          WE ARE DRILLING PIERS FOR THE NEW 10 CLASSROOM ADDITION IN THE NEXT WEEK OR SO. SOME OTHER WORK THAT'S HAPPENED. 
          PURPLE SAGE RECEIVED SOME NEW FLOORING AND SOME PAINT IN THE HALLWAYS AND THE CLASSROOMS. NEW STAGE CURTAINS, KITCHEN CEILINGS, FIRE ALARM, RESTROOM REFRESH. VOIGHT ELEMENTARY. AND THIS IS ONE THAT WE LITERALLY JUST GOT TEACHERS IN THERE THIS PAST MONDAY MORNING AT 7AM THEY RECEIVED FLOORING THROUGHOUT THE BUILDING IN DIFFERENT AREAS. CABINET MILLWORK WINDOWS, THE STOREFRONT WINDOWS THAT WRAPPED AROUND THE ENTIRE BUILDING HAVE BEEN REPLACED. QUITE A FEW RESTROOM REFRESHES AS WELL. 
          GRISHAM MIDDLE SCHOOL ALSO HAULS HALLWAY FLOORING AND PAINT. MISCELLANEOUS CASEWORK THROUGHOUT, WE REMOVED SOME OLD LOCKERS. 
          ALSO A RESTROOM REFRESH. AND LASTLY, BLUEBONNET RECEIVED A RESTROOM REFRESH. NEW GYM FLOOR AND FLOOR, NEW FLOORING AND CEILINGS THROUGHOUT THE BUILDING. THIS ONE, THIS PROJECT, IT'S ANOTHER GOOD EXAMPLE OF WHAT WE SEE. 
          BUT THIS IS A GREAT PROJECT TO DO DURING THE SUMMER. AS OF TODAY, THE TURF WAS INSTALLED THAT'S COMPLETELY REPLACED. THE TRACK WAS RESURFACED AND STRIPED. AND AS OF YESTERDAY AFTERNOON, THE TOPPER, THE ROUND ROCK ISD TRUSS OVER THE TOP OF THE SCOREBOARD WAS INSTALLED. IT IS NOT QUITE OPERABLE YET. THE ELECTRICAL AND LOW VOLTAGE CONNECTIONS ARE BEING MADE OVER THE NEXT COUPLE OF DAYS. 
          INSPECTIONS. WE DO EXPECT IT TO BE FULLY OPERATIONAL BY NEXT THURSDAY'S FIRST HOME GAME. BY FAR. OUT OF ALL OF THE PROJECTS, EVEN, YOU KNOW, DRAGON STADIUM HAS A LOT OF EASY ITEMS TO SEE. BUT I THINK THE MOST IMPORTANT WORK OVER THE SUMMER WAS REALLY THE INTERIOR REFRESHES. THE THAT WERE COMPLETED. THESE REFRESHES HAD A DIRECT IMPACT ON THE LEARNING ENVIRONMENT AND THE STUDENT EXPERIENCE AND REALLY JUST MODERNIZED QUITE A FEW OF THE CAMPUSES. SOME OTHER PROJECTS, SOME OF THE INFRASTRUCTURE PROJECTS, THE LED LIGHTING UPGRADE THAT IS BEING COMPLETED THIS WEEK THAT WILL COMPLETE THE 56 INSTRUCTIONAL CAMPUSES. SO WE WILL START TO REAP THOSE SAVINGS IN THE NEXT FOR THIS FISCAL YEAR. SPORTS FIELD, LED UPGRADES. ALSO PHASE TWO INCLUDES NINE FIELDS. FOUR OF THOSE NINE ARE COMPLETE. 
          FIVE OF THOSE, THE REMAINING FIVE WILL BE COMPLETED OVER THE NEXT FEW WEEKS. WE ALSO MILL AND PAVED PARKING LOTS IN A COUPLE OF CAMPUSES. 
          AND WHAT THAT MEANS IS WE COMPLETELY SCRAPED OFF THE TOP LAYER OF ASPHALT THAT WAS FAILING AND COULDN'T BE SEALED ANY LONGER, GROUND IT DOWN AND REPLACED IT, REPAVED IT. WE ALSO SEAL COATED, RESEAL, COATED AND RESTRIPED NINE CAMPUSES. THOSE CAMPUSES, THE ASPHALT WAS STILL IN GOOD ENOUGH CONDITION THAT WE COULD RESEAL IT AND EXTEND THE USEFUL LIFE CYCLE OF IT. MARQUIS. WE COMPLETED PHASE TWO, WHICH WAS ANOTHER NINE. 
          MARQUIS THIS, THIS SUMMER. 
          THOSE ARE UP AND OPERATIONAL. 
          WE'RE IN THE PROCUREMENT OF, I BELIEVE IT'S 10 MORE, 10 MORE MARQUEES AND THOSE SHOULD BE INSTALLED IN THE NEXT FEW WEEKS. WE'RE SORT OF BREAKING THESE DOWN INTO HOW COMPLEX THEY ARE BETWEEN CITY OF ROUND ROCK, CITY OF AUSTIN, ALSO HOW FAR AWAY THEY ARE FROM THE BUILDINGS. SO SOME OF THESE ARE TAKING A LITTLE BIT LONGER. SO WE'RE TRYING TO CRANK OUT THE ONES THAT ARE REALLY EASY TO DO. SO THESE NEXT 10 SHOULD BE OUT PROBABLY 10 TO 12 WEEKS, IF NOT SOONER. I WAS ACTUALLY LOOKING FORWARD TO THIS SLIDE AND JENNIFER 
          [02:40:01]
LAPLITIS REALLY HELPED ME PUT THIS TOGETHER AND I KNOW I'M NOT GOING TO DO IT JUSTICE, BUT BECAUSE IT'S VERY COMPLEX. 
          TECHNOLOGY DID A LOT OF STUFF OVER THE LAST YEAR, AND STILL THIS SUMMER THEY'VE DELIVERED MORE THAN 12,700 DEVICES ACROSS EVERY CAMPUS. BUT REALLY THE BIGGER STORY IS NOT REALLY THAT THEY'RE REPLACING DEVICES. 
          IT'S REALLY MORE OF THE INVESTMENT TO ENHANCE LEARNING. ONE OF THE GREAT THINGS THAT THE TECHNOLOGY DEPARTMENT DID WAS PARTNER WITH THE FINE ARTS DEPARTMENT IN DELIVERING 200 DEVICE CARTS, OVER 5,000 IPADS, AND 400 MACBOOKS TO JUST THE FINE ARTS DEPARTMENT, AS WELL AS THE SOFTWARE. AND THOSE INVESTMENTS ARE REALLY CHANGING WHAT TEACHERS CAN DO IN THE CLASSROOM AND HOW THE STUDENTS ARE ABLE TO LEARN. SO IT'S NOT JUST A DEVICE, BUT IT'S GOING WELL BEYOND THE DEVICE AND INTO THE STUDENTS AND THE TEACHERS. SO AS WE MOVE INTO THE NEXT PHASE, YOU KNOW, NOW WE'RE BEGINNING TO LOOK AT THE PROJECTS THAT WE WILL BE WORKING ON OVER THE NEXT YEAR, WHILE CONTINUING TO WORK ON THE PROJECTS THAT WERE ALREADY IN THE WORKS THAT WE'VE ALREADY BROKE GROUND WITH. NEXT SUMMER, WE WILL BE SEEING 10 CAMPUSES RECEIVE NEW PLAYGROUNDS. SOME OF THOSE MAY BE PEPPERED THROUGHOUT THE YEAR, BUT MOST OF THOSE HAVE TO BE DONE DURING THE SUMMER WORK. WE'RE ALSO MOVING FORWARD WITH CONVERTING MIDDLE SCHOOL 6 MIDDLE SCHOOL FIELDS FROM NATURAL GRASS TO SYNTHETIC TURF. WE'RE IN THE PROCUREMENT PROCESS OF THOSE AND MOST LIKELY AT LEAST FIVE. HOPEFULLY ALL SIX WILL BE COMPLETED AS SOON AS THIS FOOTBALL SEASON ENDS. 
          WE'LL BE COMPLETING THOSE BEFORE TRACK SEASON STARTS IN THE SPRING. 
          DURING THIS SCHOOL YEAR ALSO, WE'RE GOING TO SEE CLASSROOM ADDITIONS START AT CEDAR RIDGE, DEER PARK AND STONY POINT HIGH SCHOOL. 
          AND LAST BUT NOT LEAST, WE'RE GOING TO BE MOVING FROM SCHEMATIC DESIGN TO DESIGN DEVELOPMENT WITH THE ROUND ROCK HIGH SCHOOL CAMPUS. CAMPUS WIDE RENOVATION. THIS IS GOING TO BE THE MOST COMPLEX PROJECT THAT WE DO, THE LONGEST PROJECT, THE MOST INCONVENIENT PROJECT. 
          SO WE'RE TRYING TO DO EVERYTHING WE CAN TO MAKE SURE THAT WE DO DO IT AS QUICKLY AS WE CAN, BUT WE DO IT RIGHT SO THAT WE'RE NOT HAVING TO USE FUNDS TO UNDO THINGS THAT WE DO EARLY ON. WILL ANYTHING TO ADD? I WILL TURN IT OVER FOR QUESTIONS. 
          TRUSTEE CUERO. 
          THANK YOU, MR. BROOKS. SO I LIVE AROUND UNION HILL AND HOPEWELL, SO I WANT TO THANK THE COMMUNITY AND YOU GUYS FOR PUTTING THE MARQUEE. IT LOOKS GREAT NOW. YEAH, YOU CAN ACTUALLY SEE WHAT'S HAPPENING AT THE SCHOOL. QUESTION WOULD BE, SO WITH THE WORK THAT'S GOING ON AT MCNEIL, WHAT ARE WE DOING TO KIND OF MINIMIZE CONGESTION, DOING DROP OFF AND PICKUP AT THIS POINT. 
          SO AT THIS POINT, THE PATTERN, THE TRAFFIC PATTERN THAT WAS CREATED WAS COMPLETELY CREATED BY THE CAMPUS BECAUSE THEY KNOW THEIR CAMPUS BETTER THAN WE DO. 
          OBVIOUSLY AFTER THE FIRST COUPLE OF DAYS OF SCHOOL, EVERY NEW TRAFFIC PATTERN, WE HAVE TO SIT BACK AND REVIEW IT. SO WE'RE LOOKING AT DIFFERENT OPTIONS RIGHT NOW, BUT ALSO WE KNOW THAT IT WILL CHANGE OVER THE NEXT. 
          HOPEFULLY GET HAVE A LITTLE BIT OF IMPROVEMENT. WILL DO YOU WANT TO ADD? YEAH. 
          AND SO ONE OF THE THINGS THAT HAPPENED IS WHEN WE PUT IN THE PORTABLE VILLAGE, IT OBVIOUSLY IT TOOK OUT A LANE, BUT WE HAD TO LEAVE THE FIRE LANE OPEN RIGHT FROM CODE STANDPOINT. AND SO THAT'S WHY IT'S KIND OF CONSTRICTED A LITTLE BIT. 
          WE'RE TAKING A LOOK AND SEEING IF WE CAN ADJUST IT, BUT THERE'S NOT A WHOLE LOT OF ADJUSTMENT WE CAN DO BECAUSE OF THE VILLAGE. 
          AND THE OTHER THING TOO IS THAT IT'S REALLY EASY FOR SOMEONE FROM FACILITIES ON THE OUTSIDE TO LOOK AT JUST AN AERIAL VIEW AND SAY, WELL, WHY CAN'T WE ADD ANOTHER PARENT DROP OFF? BUT IT'S ALSO THE TRAFFIC INSIDE THE BUILDING. CAN THEY MANAGE THE STUDENTS COMING FROM TWO DIFFERENT DIRECTIONS? SO WE'RE LOOKING AT IT COMPREHENSIVELY, NOT JUST AT FIXING TRAFFIC, BUT FIXING TRAFFIC. DOES THAT MAKE IT WORSE INSIDE THE BUILDING? THANK YOU. THIS ONE'S JUST A COMMENT TO THE TECHNOLOGY DEPARTMENT WHEN WE, AS WE RETURN BACK TO SCHOOL. 
          HOPEFULLY WE COULD INCREASE THE NUMBER OF COMPUTERS AT THE FRONT OFFICE FOR PEOPLE TO DO THE RAPTOR PROGRAM SO THAT THEY MINIMIZE THE AMOUNT OF TIME THAT THEY'RE HAVING TO STAND IN LINE TO DO THAT. 
          SO I KNOW WE, YOU KNOW, WE, 
          [02:45:03]
WE HAVE THE DEVICES, MAYBE WE COULD, YOU KNOW, USE THAT FOR A PERIOD OF TIME AND THEN TAKE THEM BACK. THANK YOU. 
          YEAH, THANK YOU. 
          YEAH, DONNIE. AND OUR TECHNOLOGY DEPARTMENT IS LOOKING INTO THAT. YES, SIR. 
          TRUSTEE LANDRUM. 
          I JUST WANTED TO MAKE SURE THAT WE WERE CLEAR ON SLIDE SIX WHEN WE WERE TALKING ABOUT DRAGONS TO STADIUM, THAT THAT MONEY DID NOT COME OUT OF THE 2024 BOND. IT ACTUALLY IS BEING FUNDED OUT OF THE 2018 BOND. I JUST WANT TO MAKE SURE THAT WE'RE REALLY CLEAR ON THAT AND I'M GOING TO CONTINUE HOUNDING IT BECAUSE THE, THAT THAT LINE ITEM DIDN'T PASS IN OUR 2024 BOND FOR THE ATHLETIC FACILITIES. 
          SO I JUST WANTED TO CONFIRM THAT OR MAYBE EVEN REQUEST THAT ANYTIME WE'RE REPORTING ON USING MONEY THAT'S NOT THE 2024 BOND, THAT MAYBE WE JUST INCLUDE THAT IN THE PRESENTATION SO IT'S REALLY CLEAR WHERE THAT FUNDING IS COMING OUT OF. 
          BUT THANK YOU FOR THE PRESENTATION. 
          MAY I ADD TO THAT ALSO WITH CITY FOLKS? I BELIEVE THAT'S 2018, RIGHT? PART OF IT. 
          NO, NO, NO. 
          2024 WAS THE ADMINISTRATOR. 
          THE AUDITORIUM. 
          NO, NO, NO, NOT THE AUDITORIUM. THE. 
          THE SUPPORT SERVICE. 
          THE SUPPORT SERVICE. THE ONE THAT. YES, YOU WANT TO TALK MORE ABOUT. IT WILL. 
          SO, YES, THE DRAGON STADIUM WAS FUNDED OUT OF EXCESS FUNDS AND INTEREST FROM 2018 SUPPORT SERVICES. IT WAS ACTUALLY DUAL FUNDED BETWEEN 18 AND 24. AND SO ABOUT HALF IS BEING FUNDED OUT OF 18. 
          HALF OUT OF 24. 
          YEAH. 
          AND ALSO ANYTHING THAT WE DO AT KELLY REEVES. SO ANY PROJECT, NOT JUST THE TURF TRACK SCOREBOARD, BUT BOILERS, ANY WORK THAT WE DO ON DRAGON STADIUM AND KELLY REEVES ARE 2018 FUNDED. SO I'LL MAKE A POINT TO MAKE SURE THAT WE. 
          I JUST THINK IT'S IMPORTANT FOR OUR COMMUNITY TO UNDERSTAND WHERE, YOU KNOW, HOW ARE YOU DOING THIS IF THAT PROPOSITION FAILED IN YOUR 2024 BOND? AND I JUST THINK IT'S IMPORTANT FOR OUR COMMUNITY. COMMUNITY TO UNDERSTAND THAT WE HAVE LEFTOVER FUNDING BASED ON THE INTEREST AND STUFF. AND SO JUST MAKING SURE EVERYBODY'S ON THE SAME PAGE. 
          NO, I LIKE THAT. 
          THAT'S. THAT'S VERY IMPORTANT. 
          BUT I JUST WANT TO ALSO EMPHASIZE THAT WHEN THAT I THINK IT WAS PROP D, IF I REMEMBER CORRECTLY, RIGHT. THAT WAS ACTUALLY 10 OR 12 MILLION DOLLARS WAS ALLOCATED FOR KILLER EVE AND DRAGON STADIUM. WE'RE NOT EVEN SPENDING NEARLY EVEN HALF OF THAT ON DRAGONSTONE. THE TURF IS REALLY LIKE. AND THE TRACK, AS YOU KNOW, THERE, IT'S A CYCLE AND ACTUALLY BECOMES A SAFETY HAZARD IF WE DON'T REPLACE IT EVERY NOW AND THEN. 
          SO THAT'S. THAT'S WAS ALSO NEEDED FOR THE SAFETY FOR OUR ATHLETES AND ANYBODY WHO USES THE TRACK ALSO. 
          I WASN'T SAYING THEY DIDN'T NEED TO BE DONE. I JUST WANTED CLARIFICATION OF HOW WE'RE DOING IT. 
          NO, I THINK THAT'S GREAT BECAUSE THE. 
          FROM THE TIME THAT WE TALK ABOUT APPROVING THOSE 2018 FUNDS TO THESE UPDATES, IT'S A BIG GAP OF TIME. SO I THINK THAT'S A GOOD POINT. 
          OKAY. I DON'T SEE ANYONE ELSE IN THE QUEUE. THANK YOU SO MUCH FOR THE PRESENTATION. OH, TRUSTEE CUERO. 
          DR. I WOULD LIKE MAYBE AFTER ALL THE TURF HAS BEEN IMPLEMENTED, IF YOU HAVE THE ATHLETIC DEPARTMENT COME BACK AND KIND OF GIVE US A REPORT ON INJURIES. ATHLETES INJURIES COMPARED TO PRE. GRASS OR FIELD. 
          YOU MEAN LIKE TRACK THE DATA AND SEE IF WE CAN. 
          YEAH, ABSOLUTELY. SO I JUST AN FYI. SO WE DON'T LIKE DRAGON STADIUM. IT WAS TURF. SO THAT'S NOTHING NEW OBVIOUSLY, BUT WE WILL EVENTUALLY AS WE REPLACE REMEMBER WE HAVE THE BASEBALL AND THE SOFTBALL AT EVERY HIGH SCHOOL SCHOOL AND ALSO ALL MIDDLE SCHOOL WILL BE THE TURF. ONCE WE GET THEM DONE, OBVIOUSLY WE WILL BE TRACKING THE DATA AND THEN ALSO COME BACK TO YOU WITH THAT INFORMATION. YES. 
          AND I SEE HEADS NODDING. SO I THINK THERE'S CONSENSUS FOR THAT AND MAYBE IN A BOARD UPDATE AT SOME POINT. WE HAVE THE DATA. 
          OKAY, THANK YOU VERY MUCH. I APPRECIATE IT. OKAY, WE ARE GOING TO TAKE A BREAK. LET'S COME BACK AT 8:40. IT'S 8:26 AND WE ARE IN RECESS. 
          IT IS 8:41 AND WE ARE BACK. WE ARE GOING TO MOVE ON TO AGENDA ITEM F4, STRATEGIC PLAN UPDATE. 
          AND I WILL TURN IT OVER TO DR. 
          AZAIEZ. 
          GOOD EVENING AGAIN. 
          AS OUR BOARD, I DON'T KNOW, I HOPE EVERYBODY REMEMBERS THAT WE BACK IN 2425, SCHOOL YEAR, SPRING OF 2025, ACTUALLY OUR DISTRICT, IN COLLABORATION OF OBVIOUSLY WITH A LOT OF STAKEHOLDERS, STAFF MEMBERS, PARENTS, WE HAD EVEN STUDENTS IN THERE, BUSINESS PARTNERS, WE DEVELOPED A STRATEGIC PLAN FOR OUR DISTRICT, A FIVE YEAR STRATEGIC PLAN. 
          AND SO LAST YEAR WAS THE FIRST YEAR OF OUR IMPLEMENTATION OF THE STRATEGIC PLAN. AND WE DID PRESENT TO OUR BOARD 
          [02:50:02]
ON THE PROGRESS OF ACHIEVING SOME OF THE GOALS WE ESTABLISHED. 
          AND THEN THIS YEAR, THIS TIME IT'S THE SECOND YEAR. 
          SO WE WANT TO MAKE SURE THAT WE ARE SHARING WITH YOU SOME UPDATES ON HOW WE DID. AND ALSO WE HAVE ACTUALLY A LOT OF OUR STAFF MEMBERS HERE BECAUSE SOME OF THESE GOALS ARE ALIGNED WITH HR. SOME OF THEM ARE ALIGNED WITH STUDENT SERVICES, SOME OF THEM ARE ALIGNED WITH ACADEMICS, SOME OF THEM COMMUNICATION TECHNOLOGY. SO WE HAVE THE WHOLE TEAM HERE TO TAKE YOU THROUGH THIS PRESENTATION, THE 41 SLIDES FOR HOPEFULLY 45. 
          HERE WE GO. 
          BUT IT'S IMPORTANT THAT WE SHARE WITH YOU THE PROGRESS. 
          THAT'S RIGHT. ALL RIGHT, GO AHEAD. 
          I THINK TRUSTEE WEIR HAS ONE QUESTION. 
          ALL RIGHT. 
          I THOUGHT IT WAS DR. 
          NICHOLS. HELLO, PRESIDENT MARKUM, TRUSTEES. DR. 
          AZAIEZ. 
          WE ARE GOING TO GO THROUGH ALL OF THE MANY THINGS WE'VE BEEN DOING. THE STRAP PLAN TO START OFF WITH AN OVERVIEW FOR PEOPLE WHO MAY NOT REMEMBER. WE, WE HAD A COMMUNITY GROUP, AS DR. AZAIEZ MENTIONED, STUDENTS, STAFF, COMMUNITY MEMBERS TO COME UP WITH THE MAIN GOALS. WE'RE GOING TO TALK ABOUT MOST OF THOSE. I BELIEVE RIGHT NOW 2025-26 WAS A SIGNIFICANT YEAR IN THE PLAN. THERE WAS A WHOLE BUNCH OF THINGS THAT WE WERE MEANT TO HAVE FINISHED THAT YEAR. SO WE'RE GOING TO GIVE YOU GUYS A LITTLE BIT OF INFORMATION ABOUT THOSE. 
          WE'LL START OFF WITH COMMUNICATION. AND ONE OF OURS WAS TO MODIFY OUR COMMUNICATION STRATEGIES SO THAT WE COULD MAKE SURE THAT MORE MEMBERS OF OUR COMMUNITY KNEW ABOUT OPPORTUNITIES WITHIN THE DISTRICT. THESE ARE JUST A FEW OF THE ELEMENTS THAT WE ENACTED. COMMUNICATIONS IS CONTINUING TO CHANGE. WE ALWAYS ADAPT BASED ON THE FEEDBACK WE GET, WHETHER IT'S WORKING, WHETHER IT'S NOT WORKING. ONE OF THE MAIN THINGS TO POINT OUT HERE IS FROM THE 2025, 26 CLIMATE SURVEY FROM FAMILIES, WE LEARNED THAT 98% OF THEM WOULD LIKE TO GET THEIR COMMUNICATIONS FROM THE DISTRICT BY EMAIL OR TEXT. SO WE REALLY LEAN INTO THAT. WE DON'T CALL PEOPLE RIGHT, BUT WE TAILOR OUR MESSAGES, OUR EMAILS, OUR TEXT TO SPECIFIC GROUPS. WE MAKE SURE THAT WE'RE NOT JUST SORT OF BLASTING EVERYBODY ALL THE TIME. WE'RE VERY THOUGHTFUL ABOUT THE WAY WE COMMUNICATE FROM THE DISTRICT LEVEL. AND THEN THE SOCIAL MEDIA NUMBER RIGHT ABOVE THAT. WORKING ON SCHEDULING POSTS TO GET MOST INTERACTIONS, TAGGING PEOPLE. WE DO A FRIDAY STORY ROUNDUP WHICH IS FROM ALL OVER THE DISTRICT, NOT JUST STUFF THAT WE'VE DONE. 
          AND THOSE GET A LOT OF REALLY GOOD ENGAGEMENT. AS YOU CAN SEE, THE INTERACTIONS PART IS JUST PEOPLE GIVING US HEARTS AND SMILEY FACES, WHATEVER. BUT WE HAVE BOOSTED THAT QUITE A BIT. CONTINUE TO IMPROVE DISTRICT WIDE COMMUNICATIONS. THAT'S PRETTY MUCH MOST OF THE COMMUNICATIONS. 
          NURTURING CAMPAIGNS ARE ONE THING TO POINT OUT, WHICH IS BEYOND THE INITIAL COMMUNICATION. SAY, HEY, WE'RE GOING TO HAVE AN EVENT OR WE WANT YOU TO KNOW ABOUT A THING. IT DOESN'T JUST STOP THERE. WE MAKE SURE TO CONTINUE TO ENGAGE WITH OUR FAMILIES, WITH OUR STAFF, SO THAT THEY KNOW ABOUT WHATEVER THE OPPORTUNITY IS. 
          FOR EXAMPLE, THE FOR YOU HEALTH CENTER, MAKING SURE THAT STAFF KNOWS ABOUT WHAT'S OFFERED THERE AT THE HEALTH CENTER, THE SECOND BULLET THERE IS HAVING IN PERSON OR YES, IN PERSON SUBJECT MATTER EXPERTS. I SHOULD HAVE SPELLED THAT OUT, I APOLOGIZE. 
          AT DISTRICT EVENTS. SO THIS IS SOMETHING THAT WE DO A LOT WITH OUR ENROLLMENT EVENTS. SO IF YOU'RE COMING TO ENROLL YOUR CHILD, BUT YOU WANT TO KNOW ABOUT SPECIAL ED OR YOU WANT TO KNOW ABOUT TRANSPORTATION, HAVING THOSE EXPERTS AVAILABLE AT THE EVENTS WE HAVE FOUND TO BE REALLY HELPFUL. WE'VE GOTTEN A LOT OF POSITIVE FEEDBACK ABOUT THAT FROM FAMILIES. THE NEXT TWO ARE ABOUT BOND, WHICH I DIDN'T REALIZE WE WERE AFTER THE BOND PRESENTATION. 
          BUT THESE ARE JUST A COUPLE OF EXAMPLES OF SOME OF THE STUFF WE'VE CREATED. 
          IN THIS CASE, THESE ARE SITE CIRCULATION MAPS. WORKING WITH THE CAMPUSES AND THEN MAKING SURE THAT THAT INFORMATION GOES BACK OUT TO THE CAMPUSES, TO THE FAMILIES SO THAT EVERYONE IS AWARE OF THE NEW PATTERNS. 
          FOR EXAMPLE. AND THEN AS YOU ALL KNOW, WE GIVE REGULAR UPDATES TO YOU ALL. WE PROVIDE THOSE, WE POST THOSE ON THE WEBSITE, THERE'S AN ENTIRE SECTION OF NEWS THAT IS RELATED TO VIDEOS, STORIES, ALL THE THINGS RELATED TO BOND. 
          OKAY. 
          GOOD EVENING, EVERYONE. TRUSTEES. DR. 
          AZAIEZ, DR. BYRON GERARD. I'M THE ASSISTANT SUPERINTENDENT FOR STUDENT SUPPORT SERVICES, AND I HAVE THE PRIVILEGE OF GIVING YOU AN UPDATE ON SCHOOL DISTRICT OR DISTRICT AND SCHOOL CULTURE. STRATEGIC PLAN 3.3 ASSISTANCE SAFE LEARNING ENVIRONMENT. SO AS YOU CAN SEE, THE GOAL READS, BUILDING A SAFE LEARNING ENVIRONMENT ROOTED IN BELONGING. OUR OBJECTIVE FOR 3.3 IS TO IDENTIFY AND ADDRESS THE NEEDS OF UNDERREPRESENTED STAFF AND STUDENT GROUPS. SO TONIGHT WE'RE NOT GOING TO GIVE YOU A COMPREHENSIVE LIST OF ALL THE THINGS, 
          [02:55:01]
BUT WE WANT TO CELEBRATE SOME REALLY GREAT THINGS THAT ARE HAPPENING ACROSS OUR CAMPUSES AND IN OUR DISTRICT WITH VARIOUS TEAMS. OUR MTSS DEPARTMENT HAS WORKED THIS LAST YEAR TO CREATE DATA PROTOCOLS AND TRAINING FOR OUR CAMPUS ADMINISTRATORS USING STUDENT DEMOGRAPHIC DATA, ATTENDANCE DATA, DISCIPLINE DATA. SO THIS DATA ASSISTED OUR CAMPUS TEAMS TO IDENTIFY OTHER ROOT CAUSES BY STUDENT GROUPS AND TO LEAN IN AND REMOVE THE BARRIERS THAT WERE PRESENTED TO ENSURE THAT EVERY STUDENT GROUP GROWS ACADEMICALLY. AND AS WE LEARNED THIS LAST WEEK, OUR DISTRICT DATA SHOWED AN INCREASE IN ACADEMIC GROWTH. WE CELEBRATED THAT ALSO. OUR MTSS TEAM DEVELOPED A DISCIPLINE DASHBOARD TO DO SOME DATA ANALYSIS, DEVELOPED SOME DATA ANALYSIS PROCESSES, AND TO ANALYZE DISCIPLINARY INFRACTIONS BY STUDENT DEMOGRAPHIC. 
          DIFFERENT STUDENT DEMOGRAPHICS. 
          OUR MTSS BEHAVIOR COACHES HAVE CREATED TRANSITION PLANS FOR STUDENTS TRANSITIONING FROM THE DAEP BACK TO THEIR HOME CAMPUSES AND TO REDUCE RECIDIVISM. SO OUR OUTCOMES FOR THAT WERE OUR DAP PLACEMENTS WERE REDUCED TO 431 IN 2526, AND THAT'S DOWN FROM 731 THE YEAR BEFORE. OUR OUT OF SCHOOL SUSPENSIONS WERE REDUCED TO 831 IN 2526, DOWN FROM 141980 IN THE YEAR BEFORE. OUR FINE ARTS PROGRAM HAS DONE SOME REALLY GREAT THINGS THIS PAST YEAR. WE HAVE OUR ZEMARIPA SCHOLARSHIP. SO IF YOU DON'T KNOW MR. ADRIAN ZEMARIPA, HE'S A FORMER ROUND ROCK ISD STUDENT, WENT TO BERKMAN CITY, FOLKS, AND ROUND ROCK HIGH SCHOOL GRADUATED IN 1991. 
          HE THEN WENT TO BECOME AN IT SYSTEMS ANALYST. HIS MOTHER, LILY ALSO WORKED IN OUR DISTRICT FOR 42 YEARS. 
          AND UNFORTUNATELY, MR. ZAMAREPA PASSED AWAY FROM CANCER IN 2018 AND HIS FAMILY DEVELOPED A FUND DEDICATED TO SUPPORTING SOME OF OUR FINE ARTS STUDENTS WITH ACCESS TO INSTRUMENT RENTALS AND PRIVATE LESSONS SO THEY COULD BE SUCCESSFUL IN OUR FINE ARTS PROGRAMS. SO THIS FUND ALSO HELPS US TARGET OUR LOW SEL REPORTING GROUPS AND 70% OF OUR STUDENTS THAT WERE ENROLLED IN THE ZIMMERIPA SCHOLARSHIP PROGRAM REPORTED FAVORABLE STUDENT WELL BEING AND THAT SURPASSES OUR OVERALL DISTRICT GOAL OF 54%. OUR FINE ARTS PROGRAM ALSO TAKES DEPARTMENT FUNDS AND REFOCUSES THEM AND WHAT WE CALL EQUALIZATION FUNDS TO HELP FILL SOME GAPS IN CAMPUS FUNDS TO SUPPORT OUR FINE ARTS PROGRAMS ACROSS THE DISTRICT. THIS LAST YEAR, 13 CAMPUSES RECEIVED THESE FUNDS FROM THE FINE ARTS DEPARTMENT. 
          OUR LIBRARY SERVICES DEPARTMENT PROVIDED WORKS WITH OUR FAMILIES AND TRANSITION STUDENTS TO SELECT BOOKS FROM THE CAMPUS BOOK FAIR. SO EVERYBODY REMEMBERS THE AWESOME BOOK FAIRS IN THEIR ELEMENTARY YEARS AND BRINGING HOME THAT SHEET OF PAPER AND YOU KNOW, CHECKING OFF 37 BOOKS THAT YOU WANTED TO GET AND YOUR PARENT TOLD YOU YOU HAD TO CHOOSE TWO AND SO BUT SOME OF OUR STUDENTS CAN'T AFFORD TO CHOOSE ONE. AND SO OUR LIBRARY SERVICES TEAM WORKS WITH OUR FIT TEAMS TO PROVIDE FUNDS TO SO THAT EVERY STUDENT CAN HAVE ACCESS TO THESE THESE BOOKS AT THE BOOK FAIRS. OUR LIBRARY SERVICES TEAM ALSO CONTINUES TO ANALYZE OUR LIBRARY COLLECTIONS WITH THE GOAL OF ALIGNING THIS COLLECTION COLLECTIONS TO THE ETHNIC AND SOCIOECONOMIC DEMOGRAPHICS OF OUR SCHOOL COMMUNITY. THIS LAST YEAR OUR LIBRARY SERVICES TEAM LAUNCHED THE PRE K100 BOOK CHALLENGE. IT'S AN INITIATIVE THAT IMPLEMENT THAT WAS IMPLEMENTED AT EIGHT SCHOOLS FOR ALL PRE K CLASSROOMS OR PRE K CLASSES AND WILL BE IMPLEMENTED THIS YEAR AT ALL OF OUR ELEMENTARY CAMPUSES. SO OUR MIDDLE OF YEAR AND END OF YEAR DATA SHOWED THAT A GREATER INCREASE IN EARLY LITERACY ACHIEVEMENTS AT THE EIGHT PARTICIPATING CAMPUSES. THERE WAS GREATER IMPACT ON THOSE EIGHT PARTICIPATING CAMPUSES THIS LAST YEAR AND WITH THE LARGEST GROWTH THAT WAS MEASURED AT OUR TITLE 1 CAMPUSES. SO WE'RE LOOKING FORWARD TO EXPANDING THAT 100 BOOK CHALLENGE READING PROGRAM AT OUR CAMPUSES. ALSO, LIBRARY SERVICES DOES THE HOSTS THE COMIC CON EVENT EVERY YEAR. SO LAST YEAR WE HAD 4,500 ATTENDEES AT THE ALL DAY EVENT CELEBRATING LITERACY, READING, CREATIVITY AND ALL THINGS COMIC CON. SO OUR DATA FROM OUR WELL BEING SURVEY REPEATEDLY SHOWS THAT ON AVERAGE STUDENTS THAT ATTEND THE COMIC CON EVENT HAVE A LOWER SENSE OF BELONGING. AND SO PROGRAMS LIKE THIS THAT WE CAN HOST FOR OUR STUDENTS PROVIDE A SAFE SPACE FOR STUDENTS THAT ARE SEEKING CONNECTION AND COMMUNITY. IT ALSO ALLOWS OUR DADS ACROSS THE DISTRICT TO BREAK OUT THEIR SPIDER MAN AND BATMAN COSTUMES 
          [03:00:01]
AT LEAST ONCE A YEAR. SO STUDENT WELL BEING. SO WE ALSO FOCUS ON STUDENT WELL BEING IN MANY OTHER DIFFERENT WAYS. 
          WE USED SURVEY DATA TO ADDRESS AND IMPROVE STUDENT WELL BEING. 
          WE HOSTED A DISTRICT WIDE WITH SEVERAL DISTRICT WIDE HEALTH AND WELL BEING FAIRS THIS PAST YEAR. WE EXPANDED OUR VOICE STUDENT LEADERSHIP PROGRAM AND WE EXPANDED OUR FAMILY AND COMMUNITY PARTNERSHIPS TO SHOW STUDENT ACCESS AND GROWTH LIKE READING IN THE ROCK PROGRAM AND OUR CONNECTION WITH OUR INTERFAITH ALLIANCE GROUP, WE ENHANCED OUR BULLYING PREVENTION DATA AND THE SUPPORTS ASSOCIATED TO THAT. 
          WE DESIGNED SYSTEMS AND TIERED INTERVENTIONS FOR OUR FOR OUR ATTENDANCE CONCERN BASED ON INDIVIDUAL NEEDS OF STUDENTS AND THEIR CIRCUMSTANCES. WE REFRESHED THE MENTOR PROGRAM TO BETTER ADDRESS STUDENT NEEDS, EXPANDED OUR ENRICHMENT CAMPS AND THE OPPORTUNITY FOR STUDENTS TO PARTICIPATE IN THOSE. WE COLLABORATED WITH OUR COMMUNITY MEMBERS AND STAKEHOLDERS TO CO DESIGN OUR CALENDAR THIS YEAR AND SO WE WANTED TO MAKE SURE THAT OUR ACADEMIC CALENDAR REFLECTED THE DIVERSITY OF OUR COMMUNITY AND WE INCREASED THE AWARENESS AND SUPPORTS FOR ADVANCED ACADEMIC COURSES FOR OUR UNDERREPRESENTED STUDENT GROUPS. 
          GOOD EVENING ONCE AGAIN. MY NAME IS RODRIGO PORTILLO, ASSISTANT SUPERINTENDENT FOR ACADEMICS AND I'LL BE TALKING TO YOU ABOUT STRATEGIC PLAN 4.3 AND 4.4. GOAL 4.3 FOCUSES ON THE DISTRICT'S STRATEGIC STRATEGY ON SYSTEMIC SYSTEMATIC STAKEHOLDER COMMUNICATION, MORE SPECIFICALLY PROVIDING AND RECEIVING FEEDBACK ON ACADEMIC GROWTH AND ACHIEVEMENT. THIS APPROACH ALIGNS DIRECTLY WITH ESTABLISHED DIAGNOSTIC, INTERIM AND END OF YEAR ASSESSMENT CHECKPOINTS, ENSURING THAT PROGRESS METRICS ARE MAINTAINED THROUGHOUT THE SCHOOL YEAR. WE HAVE IDENTIFIED AND HAVE IMPLEMENTED TWO STRATEGIES ASSESS AND RESPOND. WITHIN THOSE TWO STRATEGIES WE WANT TO ENSURE THAT OUR FAMILIES RECEIVE STUDENT PROGRESS REPORTS AND FOR OUR TEACHERS, WE WANT FOR THEM TO BE ABLE TO EXPLAIN REPORTS TO OUR PARENTS TO OUR STUDENTS, IDENTIFY ACHIEVEMENT GAPS AND SPEAK TO ANY AND ALL INTERVENTIONS. 
          ALL THIS WHILE CONTINUING TO KEEP YOU ABREAST OF ALL PROGRESS MEASURES. 
          THROUGH OUR BOARD UPDATES AND PRESENTATIONS, OUR TEACHING AND LEARNING TEAM ALONGSIDE WITH ASSESSMENT ACCOUNTABILITY LEAD THE WAY IN THE DEVELOPMENT AND IMPLEMENTATION OF THE ASSESSMENT CALENDAR. IN THIS DOCUMENT YOU'LL FIND STRUCTURE THAT MAXIMIZES STUDENT LEARNING. YOU'LL SEE ALL OF OUR ASSESSMENTS RANGING FROM EARLY LITERACY NUMERACY, OUR CURRICULUM BASED ASSESSMENTS, ANY TIA ASSESSMENTS THAT WILL BE NEEDED, AND OF COURSE STAR EOC TESTING WINDOWS. PART OF THE COMMUNICATION TO PARENTS INCLUDE A WEEKLY I READY REPORT EMAIL DETAILING THEIR CHILD'S PROGRESS FOR THE WEEK IN BOTH RLA AND MATH. MORE SPECIFICALLY, IN THE AMOUNT OF TIME SPENT AND LESSONS PASSED ON THE TEACHER END OF THE RESPONSE PLANS, WE HAVE PROVIDED TRAINING AND MONITORING THE DATA ON HOW TO MONITOR THE DATA AND BEING PURPOSEFUL OF THE RESPONSE PLAN FOR EACH INDIVIDUAL CHILD. AND FINALLY, AT THE DISTRICT LEVEL, ERICA AND HER TEAM HAVE PROVIDED US WITH DISTRICT REPORTS THAT WE ARE ABLE TO ANALYZE AND RESPOND TO IDENTIFYING NEEDS OF OUR CAMPUSES AS WE CONTINUE TO EXPAND OUR TIA TEACHER GROUPS. THIS DATA ALSO IS USED TO TRAIN INTO THE SYSTEM ON IDENTIFYING GAPS OF TEACHERS WITHIN THEIR OBSERVATIONS, THEIR COACHING CYCLES AND STUDENT GROWTH. STRATEGIC PLAN 4.4 SPEAKS TO PROFESSIONAL DEVELOPMENT WHAT THIS GOAL IS ASKING US IS TO DELIVER AN INTENTIONAL SYSTEM FOR PROFESSIONAL DEVELOPMENT THAT ALIGNS WITH STUDENT GROWTH AND ACHIEVEMENT. 
          OUR KEY FOCUS AREAS WILL CONTINUE TO BE AROUND CURRICULUM RESOURCES, LANGUAGE SUPPORTS AND ACADEMIC MONITORING. THE ALIGNMENT IS TIGHT WITHIN THE STRATEGIC PLAN AND OUR DISTRICT IMPROVEMENT PLAN SPECIFICALLY IN GOAL FOUR PERFORMANCE OBJECTIVES ONE, OBJECTIVES FOUR THROUGH 14, 17 AND 18. SO THIS IS WHERE YOU SEE US BEING PURPOSEFUL WITH PROFESSIONAL DEVELOPMENT AND ITS DIRECT ALIGNMENT TO CURRICULUM, INSTRUCTION, STUDENT GROWTH AND ACHIEVEMENT NEEDS. WE BELIEVE THAT A STRONG SYSTEM DESIGN LEADS TO SUSTAINED LEARNING. SO WE TRAIN INTO EVERY SINGLE STAKEHOLDER AS TEACHERS OR CAMPUS LEADERS, TEACHING AND LEARNING DISTRICT LEADERS WHERE WE LEVERAGE OUR JOB ALIKE MEETINGS, PLC'S SUMMER LEADERSHIP BOTH IN JUNE AND JULY WITH OUR CAMPUS LEADERS, DEPARTMENT DIRECTORS THROUGH ILT, OUR COORDINATORS, OUR INSTRUCTIONAL COACHES THROUGH RELAY, OUR GET BETTER FASTER PRACTICES AND ALSO AT CONNECTIVE PARTNERSHIPS AND ALSO OUR PARTNERSHIP WITH REGION 13 WITH OUR DISTRICT LEADERS. 
          ALSO THEY ARE INVOLVED IN OUR 
          [03:05:02]
JUNE AND JULY SUMMER INSTITUTE AND ACADEMY AND THEN ALSO REALLY TIGHTENING OUR ALIGNMENT IN OUR MONTHLY PRINCIPAL MEETINGS. AND THIS IS TO SHOW NOT THAT WE HAVEN'T DONE ANYTHING PRIOR TO 2024, BUT ONCE IT'S STRATEGIC PLAN CAME ABOUT IN 2024, WE WERE VERY, VERY PURPOSEFUL AS TO WHAT WE WERE DOING WITH PROFESSIONAL DEVELOPMENT. 
          SO YOU SAW A LOT OF TRAINING INTO INSTRUCTIONAL MATERIALS, THE INSTRUCTIONAL FRAMEWORK, THE STRUCTURE AND THE COMPONENTS OF AN INSTRUCTIONAL FRAMEWORK LESSON PLAN INTERNALIZATION LAST YEAR WE'RE FOCUSING NOW DEEPENING THE CONTENT KNOWLEDGE OF OUR TEACHERS AND PLANNING FOR MASTERY. GOING FROM LESS INTERNALIZATION IN 2024, 2025 TO NOW LESSEN CUSTOMIZATION AND THEN ALSO THE BIG PUSH AS DR. GERARD MENTIONED, OUR SYSTEM OF SUPPORTS THROUGH OUR MTSS PRACTICES. 
          AND FOR THIS FOLLOWING YEAR 2026-27, WE CONTINUE TO DO LESSON CUSTOMIZATION BUT NOW GETTING INTO LESSON REHEARSAL. 
          REHEARSAL WHERE OUR TEACHERS ARE ABLE TO REHEARSE THE MISCONCEPTION EXCEPTIONS, THE HIGHEST PRIORITY STANDARD, HIGHEST PRIORITY CONCEPTS THAT IS DIFFICULT FOR OUR STUDENTS. SO WE'RE PUSHING THROUGH WHERE OUR TEACHERS ARE NOW REHEARSING THIS LESSON TO PUSH FORWARD ACADEMIC MONITORING AND THEN ALSO ANALYZING AND RESPONDING TO STUDENT DATA AND LIKE WE SPOKE EARLIER, JUST ENSURING THAT OUR AP GOALS ARE WHERE THEY'RE SUPPOSED TO BE AND THEN NOW ALIGNING THE OBJECTIVES WITHIN THOSE IEP GOALS. 
          EXTENDED LEADERSHIP OPPORTUNITIES RANGE OUTSIDE OF THE CLASSROOM TO WHERE WE HAVE SUMMER PROFESSIONAL LEARNING. OUR JOB THAT EDIE DOES AND THE REST OF OUR DIRECTORS IN TEACHING LEARNING WITH WELCOME WEEK, OUR COMPLIANCE MODULES THAT ARE THERE WHERE WE HAVE TO, YOU KNOW, I DIDN'T SAY HAVE TO IN A BAD WAY, BUT THE ONES THAT WE HAVE TO TAKE AND BE COMPLIANT, BE IN COMPLIANCE WITH. SO THAT ALSO TAKES A LOT OF WORK. THE WORK THAT'S BEEN IN TEXAS READING ACADEMIES AND THE SOON TEXAS MATH ACADEMIES THAT WILL BE THERE LEVERAGING OUR JOB ALIKES, LIKE WE SAID EARLIER, OUR EARLY CAREER TEACHER FRAMEWORK AND THEN ALSO OUR ROUND ROCK ISD LEADERSHIP COHORTS THAT WE HAVE. AND THEN IN COLLABORATION WITH WHAT EDDIE HAS WITH THE TEACHER TEXAS RESIDENCY PROGRAM. 
          THANK YOU, RODRIGO. 
          AND GOOD EVENING, PRESIDENT MARKUM, BOARD OF TRUSTEES. 
          DR. AZAIEZ. I'M EDDIE KERN, THE CHIEF HUMAN RESOURCES OFFICER. 
          I'D LIKE TO THANK MY CO PRESENTERS THIS EVENING, PARTICULARLY DR. GIRARD FOR HIS SUIT CHOICE THIS EVENING. IT'S A FINE COLOR ON YOU, SIR. 
          WELL DONE. 
          SO WE'RE GOING TO TALK A LITTLE BIT ABOUT STAFF RETENTION. I PROMISE YOU THIS PRESENTATION WILL NOT BE ROBUST. SO WE HAVE A FEW SLIDES TO CLICK THROUGH TODAY. 
          OBVIOUSLY, EVERYTHING THAT WE DO IN THIS DISTRICT IS DEPENDENT ON THE PEOPLE WHO DO THE WORK, RIGHT? SO WE'RE REALLY LASER FOCUSED ON STAFF RETENTION. 
          OFTENTIMES IN THE PAST WE FOCUSED ON RECRUITMENT EFFORTS AND WHERE WE'RE GOING TO RECRUIT AND OUR STRATEGIES HAVE BEEN BASED AROUND THAT. BUT THE, THE STRATEGIC PLAN PROCESS WAS REALLY HONED IN ON RETENTION. 
          IF WE CAN RETAIN 85 TO 90% OF OUR STAFF, THAT CUTS DOWN ON THE NEED OBVIOUSLY TO RECRUIT NEW PEOPLE TO THE DISTRICT. AND IT ALSO HELPS US DEVELOP FROM WITHIN. 
          SO THAT'S JUST REALLY BEEN A FOCUS SINCE THE STRATEGIC PLAN WAS IMPLEMENTED. SO THERE ARE THREE COMPONENTS TO GOAL FIVE, MAXIMIZING INTERNAL AND EXTERNAL RESOURCES. AND SO BASICALLY THIS TALKS MORE ABOUT COMPENSATION INCENTIVE AND BENEFITS PLANS. YOU KNOW, OBVIOUSLY, IRONICALLY, SINCE THIS GOAL HAS BEEN IMPLEMENTED, WE'VE NEVER FACED BIGGER CHALLENGES IN TERMS OF BEING ABLE TO DO THINGS THAT ARE INNOVATIVE. BUT I'M PROUD OF THE WORK THAT WE AS A DISTRICT HAVE BEEN ABLE TO ACCOMPLISH IN THE BENEFITS AND WELLNESS SPACE, PARTICULARLY WITH OUR FOUR YEAR HEALTH CENTER. AND AGAIN, THAT'S LARGELY IN PART TO THE BOARD'S SUPPORT OF THAT HEALTH CENTER, WHICH WE, YOU KNOW, ANNIE MENTIONED EARLIER, WE'VE SEEN SOME REALLY SIGNIFICANT RESULTS ALREADY WITH THAT. AND THEN ALSO WE'VE IMPLEMENTED WELLNESS WEEK TOO. 
          SO THIS IS JUST AN EXAMPLE OF GETTING CREATIVE AND MAKING SURE THAT STAFF, STAFF ARE ABLE TO CONNECT WITH THE PROGRAMS THAT WE OFFER WITHIN OUR DISTRICT THAT OFTENTIMES WE DON'T ALWAYS DO A GREAT JOB OF ADVERTISING. SO FOR EXAMPLE, YOU KNOW, SURGERY PLUS IS A BENEFITS PROGRAM THAT REALLY PROVIDES CONCIERGE, ORTHOPEDIC SURGERY PROGRAMS. A HANDFUL OF EMPLOYEES MAY HEAR ABOUT THAT BECAUSE THEY'RE THE ONLY ONES WHO ACCESS IT. 
          BUT SO WE'RE REALLY FOCUSED ON HOW DO WE MAKE SURE THAT OUR EMPLOYEES ARE CONNECTED WITH THE PROGRAMS AHEAD OF TIME. AND SO THAT WELLNESS WEEK HAS BEEN A GOOD OPPORTUNITY. OPPORTUNITY TO DO THAT. RODRIGO MENTIONED THE EXPANSION OF THE TEACHER INCENTIVE ALLOTMENT. AGAIN, ONE OF THE BEAUTIES OF THE STRATEGIC PLAN IS IT CREATES A COORDINATED EFFORT ACROSS THE DISTRICT. AND SO THE TEACHER INCENTIVE ALLOTMENT IS TRULY A COORDINATED EFFORT. I COMMEND ALL OF OUR PRINCIPALS AND OUR TEACHING AND LEARNING STAFF. IT TAKES A LOT OF TECHNOLOGY STAFF AND HR STAFF 
          [03:10:01]
AS WELL TO MAKE THAT WORK. AND OUR PAYROLL TEAM OBVIOUSLY ARE THE ONES WHO WRITE THE CHECKS RIGHT AT THE THE END OF THE DAY. SO IT REALLY IS A COLLABORATIVE EFFORT ACROSS THE DISTRICT TO MAKE THAT WORK. AND SO AGAIN, BEAUTY OF THE STRATEGIC PLAN, OBVIOUSLY GENERAL PAY INCREASES FALL WITHIN THAT. WE DID IMPLEMENT A BEREAVEMENT LEAVE POLICY WITHIN SINCE WE IMPLEMENTED THE STRATEGIC PLAN AND THAT'S BEEN VERY WELL RECEIVED AND MANY OF OUR EMPLOYEES HAVE BENEFITED FROM THAT. OUR UDAYS ARE ONE OF THE BEST THINGS THAT I'VE BEEN A PART OF IN MY CAREER. JUST A REAL FLEXIBLE APPROACH TO TALK TOTAL COMPENSATION, ALLOWING TWO PAID HOLIDAYS FOR ALL STAFF IN THE DISTRICT. DR. AZAIEZ WAS FOCUSED ON CLOSING THE DISTRICT DOWN BECAUSE HE SAID, WELL, IF ONE PERSON HAS TO WORK, THEN THAT'S THE PERSON WHO'S GOING TO GET ALL THE EMAILS. SO WE NEED TO CLOSE THE DISTRICT. 
          RIGHT. SO. AND I REALLY APPRECIATE HIS SUPPORT OF THAT AND IT'S BEEN SUPER WELL RECEIVED BY STAFF, PARTICULARLY IN TOUGH TIMES. 
          RIGHT. AND THEN THE LAST PART, AN EXAMPLE OF BEING CREATIVE WITH OUR STAFFING, SO MAXIMIZING RESOURCES. I WANT TO COMMEND TINA FAWCETT AND OUR TRANSPORTATION TEAM BY BEING CREATIVE AS A WAY TO RAISE BUS DRIVER PAY IN CHALLENGING TIMES, IN A CHALLENGING BUDGET BY UTILIZING EXISTING FTES AND OPTIMIZING OUR ROUTES AND BEING ABLE TO UTILIZE THE SAVINGS FOR PAY INCREASES WHICH BECAME BUDGET NEUTRAL. SO THAT'S A GREAT EXAMPLE OF THAT. AND THEN LASTLY, COMMUNICATION OPPORTUNITIES. 
          SO THIS IS THE THING THAT WE DON'T ALWAYS DO WELL, RIGHT. 
          WE'VE GOT GREAT PROGRAMS, WE PUT GREAT SYSTEMS IN PLACE AND THEN WE DON'T TELL ANYBODY ABOUT THEM. SO I REALLY. MY PARTNER TO THE LEFT BESIDE DONNY DOES A GREAT JOB, SHE AND HER TEAM, OF REALLY UNDERSTANDING WHAT'S GOING ON WITH OUR PROGRAMS AND MAKING SURE THAT WE'RE DOING A GOOD JOB OF COMMUNICATING THOSE THINGS OUT. ONE THING WE ALWAYS HAVE TO REMEMBER, WE DO HAVE A REALLY GOOD APPROACH TO DIGITAL COMMUNICATION. 
          BUT NOT ALL OF OUR EMPLOYEES ACCESS THEIR THE PROGRAMS OR THEIR INFORMATION THROUGH THOSE DIGITAL MEANS. 
          AND THERE'S NOTHING LIKE FACE TO FACE COMMUNICATION. THE BEST ADVERTISING IS WHEN A TEACHER GOES AND ACCESSES A PROGRAM AND THEN TELLS THEIR TEACHER FRIEND DOWN THE HALL, THAT'S THE BEST MARKETING THAT WE CAN DO AS A SCHOOL DISTRICT. AND SO WE TAKE A LOT OF TIME TO MEET WITH THE ADMIN ASSOCIATES AT CAMPUSES. WE MEET WITH THEM COLLECTIVELY AND TALK WITH THEM ABOUT LIKE OUR FOUR YEAR HEALTH CENTER AND SOME OF OUR BENEFITS PROGRAMS. AND WE GO AND MEET WITH OUR CUSTODIAL STAFF IN PERSON AND REALLY TRY TO ENGAGE, MAKE SURE STAFF UNDERSTAND ABOUT OUR PROGRAMS. AND THAT'S BEEN GREAT. THE LAST THING I WANT TO TALK ABOUT IS OUR SOURCE NEWSLETTER. 
          THAT WAS ONE OF THE FIRST THINGS THAT WE WERE ABLE TO DO FOUR OR FIVE YEARS AGO. 
          AND IT'S TAKEN ON A LIFE OF ITS OWN. AND I THINK IT'S SOMETHING THAT OUR EMPLOYEES REALLY LOOK FOR NOW ON MONDAYS, EVERY OTHER MONDAY WHEN IT COMES OUT. AND IT'S A GREAT WAY FOR STAFF TO JUST STAY INFORMED OF THINGS THAT ARE GOING ON IN THE DISTRICT. AND I'LL TURN IT OVER TO MR. BRUTON. 
          THANK YOU. I WAS REALLY EXCITED AND THOUGHT MAYBE WE'D SAVE THE BEST FOR LAST. BUT THEN I REALIZED MY GOAL IS JUST THE LAST ONE, BUT MY NAME IS DONNY BRUTON. I AM THE CHIEF OF TECHNOLOGY AND OPERATIONS HERE TO TALK ABOUT THE LAST TWO 6.1, 6.3 FACILITIES, INFRASTRUCTURE AND TECHNOLOGY. 
          AND THESE SHOULD BE PRETTY BRIEF. 6.1 SAYS THAT WE'LL BUILD AN ANNUAL TECHNOLOGY BUDGET ALIGNED WITH THE LONG RANGE FACILITIES MASTER PLAN BY THE 2526 SCHOOL YEAR. SO IN GENERAL, THE TECHNOLOGY BUDGET HAS ALWAYS BEEN BUILT BASED ON WHAT THE NEEDS OF THE DISTRICT, THE NEEDS OF THE CURRICULUM, THE NEEDS OF THE CAMPUSES ARE. SO REALLY, THIS WAS JUST THE MAIN CHANGE HERE WAS MAKING A CONCERTED EFFORT TO REACH OUT TO, TO AS MANY OF THOSE GROUPS AS WE CAN TO GET FEEDBACK AND GET INFORMATION AND PARTNER WITH THEM. SO OUR LEADERSHIP IN THE TECHNOLOGY DEPARTMENT, THEY MEET AND WORK WITH CONSTRUCTION AND FACILITIES AND STRUCTURAL TECHNOLOGY AND HR AND BUSINESS AND EVERYBODY IN THE DISTRICT TO FIND OUT, OKAY, WHAT ARE YOU DOING? WHAT DO YOU NEED? ARE THERE ANY NEW THINGS COMING? YOU KNOW, WHAT CAN WE DO TO HELP MAKE THAT WORK? THE INFORMATION IS RECONCILED AND WE CHECK THAT AGAINST THE CURRENT PLAN TO MAKE SURE, OKAY, ARE WE NOT VEERING OFF FROM OUR STRATEGIC PLAN? AND THEN OUR BUDGETS ARE SET AND WE DO TWO DIFFERENT BUDGET PROCESSES. THERE'S A LOCAL BUDGET PROCESS AND THERE'S ALSO A BOND BUDGET PROCESS. TWO DIFFERENT TIMES OF THE YEAR, WE DECIDE, YOU KNOW, WHAT ARE WE GOING TO, WHAT ARE WE GOING TO DO THIS NEXT YEAR SO THAT WE CAN REQUEST THE APPROPRIATE AMOUNT OF MONEY FROM BOND AND THEN THE SAME THING ON THE LOCAL BUDGET SIDE, MAKING SURE THAT WE'RE COVERING EVERYTHING THAT'S NEEDED. WE AT THE VERY END HAVE ADDED AN EVALUATION. SO AT THE END OF THE YEAR WE ALWAYS SIT DOWN WITH OUR GROUP AND TALK ABOUT WHAT WENT WELL, WHAT DIDN'T GO WELL, WHAT CAN WE DO BETTER NEXT TIME, YOU KNOW, TRYING TO DO THOSE CONTINUOUS IMPROVEMENTS, IMPROVEMENT PROCESSES AND ADD THAT INTO IT. 
          SO THAT IS THE TECHNOLOGY PIECE, OPERATIONS 
          [03:15:02]
PIECE, WHICH I'M RELATIVELY NEW TO, BUT I'M GETTING INTO IT PRETTY QUICKLY. ALL OF THE TECHNOLOGY WORK THAT WE'RE SEEING AND WE HAD A BOND UPDATE EARLIER, THAT WORK IS ALL BASICALLY TIED EXACTLY TO THAT STRATEGIC PLAN INTO THAT STRATEGIC FACILITY PLAN RIGHT NOW. I SPOKE WITH MIKE BROOKS TO FIND OUT. 
          SINCE I AM KIND OF NEW, IT'S LIKE, OKAY, HEY MIKE, WHAT ARE WE DOING? SO MY UNDERSTANDING IS THAT EVERY YEAR TO TWO YEARS THEY SIT DOWN TO LOOK AT THE EXISTING FACILITIES PLAN AS OUR FACILITIES CHANGE, AS OUR USES OF THOSE FACILITIES CHANGE, THAT GOES BACK AND WE WORK WITH OUR PARTNERS AT HTML HPM TO BASICALLY REFRESH THAT PLAN AND SEE DOES, YOU KNOW, DO WE STILL NEED THE SAME THINGS THAT ARE IN THE PLAN. MAKING SURE THAT I THINK THE BIG THING ON BOTH OF THESE IN OPERATIONS AND TECHNOLOGY, MAKING SURE THAT WE'RE NOT BUILDING THINGS OR BUYING THINGS JUST BECAUSE. MAKING SURE THAT THERE'S A REASON WHY WE'RE DOING THAT. AND THAT IS PRETTY MUCH MINE. I THINK WE'RE TO THE QUESTION SLIDE. 
          DONNIE WILL TAKE ALL THE QUESTIONS. 
          I DON'T SEE ANYONE IN THE QUEUE RIGHT NOW. OKAY, IT LOOKS LIKE YOU GUYS HAVE NO QUESTIONS. I WOULD LIKE TO THINK THAT MY WORD OF CAUTION IS WHAT'S GETTING EVERYONE TO TALK ABOUT BRIEF PRESENTATIONS, BUT I THINK IT'S THE FEAR OF TRUSTEE WEIR. 
          IT IS PAST MY BEDTIME. 
          SO WHAT ARE WE GOING TO DO AFTER NOVEMBER? MOVING ON TO AGENDA ITEM. 
          THANK YOU GUYS VERY MUCH. 
          MOVING ON TO AGENDA ITEM F5 END OF YEAR BUDGET UPDATE. DR. 
          AZAIEZ? YEP. WELL, GOOD EVENING AGAIN. SO WE HAVE WITH US MS. CANSINO LUDY. 
          SHE'S BEEN WITH US FOR ONLY A FEW WEEKS TOO AND BUT SHE'S. SHE WAS ABLE TO LOOK AT OUR FINANCES FROM LAST YEAR AND SHE'S ALSO LOOKING AT THIS YEAR'S BUDGET. SO THEY'RE GOING TO GIVE US AN UPDATE ON END OF YEAR BUDGET FOR THE 2526 FISCAL SCHOOL. 
          THANK YOU DR. AZAIEZ AND GOOD EVENING TRUSTEES. 
          TONIGHT I WILL PROVIDE AN UPDATE ON THE PREVIOUS FISCAL YEAR 25-26. BEFORE I BEGIN, I DO WANT TO EMPHASIZE THAT THESE NUMBERS ARE PRELIMINARY. 
          WE ARE WORKING THROUGH THE CLOSING OUR BOOKS. 
          SO THERE MAY STILL BE SOME CHANGES FROM WHAT I'M PRESENTING TILL WE GET OUR AUDIT REPORT. 
          WE'RE STILL GOING THROUGH THAT PROCESS. AND BEFORE GETTING INTO THE DISTRICT SPECIFICS, I WANT TO PROVIDE SOME CONTEXT. THE FINANCIAL PRESSURES THAT WE ARE FACING EXPERIENCING ARE NOT UNIQUE TO ROUND ROCK ISD. 
          SCHOOL DISTRICTS ACROSS TEXAS ARE FACING MANY OF THE SAME CHALLENGES. STATE FUNDING HAS NOT KEPT UP, KEPT PACE WITH ACTUAL COST OF EDUCATING STUDENTS OR OPERATING SCHOOL DISTRICTS. IN FACT, 63% OF TEXAS SCHOOL DISTRICTS ADOPTED BUDGET DEFICIT BUDGETS IN THE 2526 SCHOOL YEAR. THE SAME TIME, INFLATION CONTINUES TO AFFECT VIRTUALLY EVERY AREA OF DISTRICT OPERATIONS. FROM UTILITIES AND TRANSPORTATION TO CONSTRUCTION AND INSTRUCTIONAL SUPPLIES. PERSONNEL AND EMPLOYEE BENEFITS COST ALSO CONTINUE TO INCREASE. AND FINALLY, LEGISLATIVE CHANGES HAVE CREATED ADDITIONAL FINANCIAL CHALLENGES. THE EXPANSION OF THE EDUCATION SAVINGS ACCOUNT PROGRAM CREATES ADDITIONAL PRESSURES. SO WHILE TONIGHT'S PRESENTATION IS SPECIFICALLY ABOUT ROUND ROCK ISD, IT IS IMPORTANT TO RECOGNIZE THE BROADER FINANCIAL ENVIRONMENT IN WHICH WE ARE OPERATING. SO THE NEXT FEW SLIDES ARE BROKEN UP INTO DIFFERENT SECTIONS AND IT IS IN THE FORMAT THAT YOU WILL SEE YOUR FINANCIAL STATEMENTS. YOU WILL HAVE OUR REVENUES FIRST AND WE'LL GO THROUGH OUR EXPENDITURES AND THEN WE'LL HAVE OUR FUND BALANCE. SO BEFORE WE GET INTO THOSE SLIDES, THESE ARE THE MAJOR ASSUMPTIONS THAT WERE USED WHEN DEVELOPING THE BUDGET. AND THE TWO KEY NUMBERS HERE ARE THE ENROLLMENT AND THE REFINED ADA. SO THE ENROLLMENT WAS ORIGINALLY BUDGETED AT 46,146 AND THE PROJECTING ENDING IS AT $45,971. SO THAT IS A DECREASE OF 175, WHICH IF WE LOOK AT THE NUMBERS IT IS ACTUALLY A VERY GOOD PROJECTION. AND WHEN WE LOOKED AT REFINED ADA, AND BY REFINED I MEAN THAT WE ARE FACTORING IN THAT PRE K IS NOT A FULL DAY PROGRAM. SO THAT'S WHY IT'S DIFFERENT THAN WHAT OUR NORMAL ADA IS. SO THE REFINED ADA FACTORS THAT IN. WE STARTED THE 
          [03:20:05]
PROJECTION WITH 42,455 AND WE ENDED THE YEAR AT 40,267. 
          THAT'S 188 BELOW WHAT WE HAD PREVIOUSLY REJECTED. NOW MOVING ON TO OUR REVENUES AND WHAT WE HAVE HERE IN THIS TABLE IS GOING TO BE THREE COLUMNS. YOU'RE GOING TO HAVE THE ORIGINAL BUDGET, THEN THE FINAL AMENDED BUDGET. 
          AND THEN AT THE VERY END IS WHAT WE ARE PROJECTING OUR ACTUAL EITHER REVENUES OR EXPENDITURES SHOULD BE AT. SO WHEN LOOKING AT THE THREE DIFFERENT CATEGORIES IN REVENUE, WE HAVE LOCAL REVENUE, STATE REVENUE AND FEDERAL REVENUES. WHEN LOOKING SPECIFICALLY AT LOCAL REVENUES, WE ENDED THE YEAR AT $384.8 MILLION. I DO WANT TO POINT OUT THE PRIOR YEAR TAX COLLECTIONS. 
          HISTORICALLY IT'S MONEY THAT WE COLLECT ON TAXES THAT HAVEN'T BEEN PAID THE PREVIOUS YEAR. 
          SO THEY BECOME DELINQUENT THE FOLLOWING YEAR. AND NORMALLY WE GET A LITTLE BIT OF THAT MONEY BACK. BUT THE TREND HAS BEEN THE PAST FEW YEARS THAT WE ARE ACTUALLY REFUNDING. SO WE END UP WITH A NET NEGATIVE BALANCE. 
          AND THIS IS DUE TO THE HIGH NUMBER OF PROPERTY VALUE PROTESTS THAT ARE FILED AND THE NUMBER OF TIME IT TAKES FOR THOSE TO GET PROCESSED. SO IT MAY FALL INTO THE FOLLOWING YEAR OR WE MAY NEED TO REFUND FUNDS THAT HAVE ALREADY BEEN PAID. SO THAT'S WHERE WE HAVE THAT $5.5 MILLION NEGATIVE BALANCE IN THAT REVENUE. 
          UNDER THE STATE REVENUE, WE ENDED THE YEAR AT $106.5 MILLION. AND TWO THINGS HERE THAT ARE IMPORTANT TO NOTE. 
          ONE IS THAT WE DID FILE PROPERTY VALUE AUDITS WITH THE STATE. AND ONE OF THEM WE'VE ALREADY RECEIVED NOTIFICATION AND WE ARE EXPECTING TO RECEIVE $6 MILLION FROM THAT. AND THAT'S FROM A 2223 PROPERTY VALUE ADD AUDIT. 
          WE DO HAVE TWO OTHER, TWO OTHER YEARS UNDERWAY, BUT THOSE ARE STILL NOT FINALIZED. 
          AND WE DON'T ANTICIPATE THAT MONEY COMING IN TO BOOK IT BACK TO THE PREVIOUS YEAR. SO IT'LL FALL UNDER THIS YEAR. ALSO, WE DID MAKE A PAYMENT ON RECAPTURE FROM A PREVIOUS YEAR, THIS PAST YEAR. SO WE HAVE ALSO CONTACTED TEA. WE DO BELIEVE THAT'S INCORRECT. SO WE HAVE CONTACTED TEA TO GET A REFUND ON THAT MONEY. SO WE ARE ACTUALLY IN THE PROCESS OF WORKING WITH THEM. SO THAT'LL BRING BACK ABOUT $4.2 MILLION OF THAT RECAPTURE PAYMENT. AND UNDER FEDERAL REVENUES, WE ENDED THE YEAR AT 1.7. SO THAT BRINGS TOTAL REVENUES FOR THE YEAR AT $493 MILLION. 
          NOW, LOOKING AT OUR EXPENDITURES AND OUR TRANSFERS IN AND OUT, WHAT I DID HERE IS THAT I SEPARATED OUT OUR EXPENDITURES INSTEAD OF FUNCTION BY THE MAJOR CATEGORIES THAT WE EXPENSE. SO WHEN YOU LOOK AT THE FIRST ONE AT 6100 FOR SALARIES AND BENEFITS, AND AGAIN, THE COLUMNS ARE DIVIDED THE SAME WAY. WE'VE GOT THE ORIGINAL BUDGET, AMENDED BUDGET, AND THEN WHAT WE'RE EXPECTING OUR EXPENDITURES TO BE AT AT THE END OF THE YEAR FOR SALARIES AND BENEFITS, IT'S AT 451.8 MILLION AND SEVEN, EXCUSE ME, 451.7 MILLION. AND THAT IS 90% OF THE BUDGET. IT IS VERY TYPICAL. AND IT IS ACROSS THE SCHOOL DISTRICTS. 
          YOU KNOW, THIS IS OUR LARGEST EXPENSE. 
          WE ARE IN THE PEOPLE BUSINESS. SO TOTAL EXPENDITURES CAME IN AT 05, ALMOST $506 MILLION FOR THE TRANSFERS OUT. THERE WAS A TRANSFER IN, THAT'S MONEY COMING INTO THE DISTRICT FOR SALE OF LAND OF $1.3 MILLION. AND WE HAVE A TRANSFER OUT TO THE HEALTH INSURANCE OF $12 MILLION. SO THIS IS A NUMBER THAT WE ARE REVISING FROM THE AMENDED BUDGET OR EXPENSE EXPECTED. WHAT'S AT 6 MILLION. 
          SO THAT HAS INCREASED TO 12 MILLION BRINGING OUR TOTAL TRANSFERS IN AND OUT TO A NET OF ALMOST 11 MILLION. SO TAKING THAT INTO ACCOUNT, OUR REVENUES WITH OUR EXPENDITURES, AND HERE IS THAT SAME INFORMATION IN A SUMMARY FORMAT. 
          REVENUES, EXPENDITURES AND THEN TAKING OUT THE TRANSFER OUT TO THE HEALTH INSURANCE FUND, THAT BRINGS DEFICIT FOR THE YEAR TO $23.6 MILLION. 
          THESE, THIS SLIDE, IT'S SOME OF THE ITEMS THAT I'VE, I DISCUSSED EARLIER WHERE WE HAVE SEEN THE. THE MAJOR NEGATIVE IMPACT ON THE DISTRICTS ON THE BUDGET HAS BEEN THAT THE REFUNDS OR THE, THE REFUNDS ON THE DELINQUENT TAX COLLECTIONS. 
          AND THE LARGEST ONE BY FAR IS THE HEALTH INSURANCE TRANSFER THAT IS ESTIMATED AT $12 MILLION. SO BRINGING THAT TOTAL NEGATIVE IMPACT TO THE 23.5 MILLION. SO WHAT IF DOES THAT HAS AN EFFECT ON OUR FUND BALANCE? AND WHAT 
          [03:25:01]
BASICALLY OUR FUND BALANCE IS, IS KIND OF LIKE WHAT THE STATE CALLS THE RAINY DAY FUND AND IS THE WAY THAT'S EXACTLY WHAT OUR FUND BALANCE IS. SO WHEN BEGINNING THE YEAR WE STARTED WITH A FUND BALANCE OF $66.9 MILLION AND THEN WE TAKE OUT THE $23.6 MILLION THAT WE HAVE AS A PROJECTED DEFICIT AND THAT BRINGS OUR ENDING FUND BALANCE TO 43.2 MILLION FOR. 
          AND THAT CONCLUDES MY PRESENTATION. IF THERE ARE ANY QUESTIONS, I'D BE HAPPY TO ANSWER THEM. 
          TRUSTEE WEIR, I JUST WANTED TO MAKE SURE THAT ON THE FIRST SLIDE OR NO, IT WAS ON SLIDE 5 WHERE THE 6 MILLION IN PROPERTY VALUE AUDIT AND THEN HOPEFULLY THE 4.2 AND RECAPTURE. THAT'S NOT ANYWHERE IN HERE. 
          SO IT IS FACTORED IN. 
          YES, MA'. AM. 
          NO, IT IS. 
          SO IT'S STILL 23? YES, WITH BOTH OF THOSE. 
          OKAY. 
          OKAY. I DON'T SEE ANY OTHER QUESTIONS, BUT I DO WANT TO MAKE SURE THAT BUTTONS ARE WORKING. I KNOW THAT WE'LL CONTINUE TO HAVE THIS CONVERSATION AS THE NUMBERS FINALIZE AND AS WE GO FORWARD TALKING ABOUT POTENTIAL SOLUTIONS TO REDUCE OUR DEFICIT. I KNOW MS. CONSINO HAS BEEN ROLLING THROUGH A NUMBER OF THINGS AND CONTINUES TO TAKE ON THAT TASK. 
          SO I DO WANT TO ADD THAT WE HAVE BEEN ONE THE FIRST TWO THINGS OR MY FOCUS HAS BEEN WORKING ON THE BUDGET, WHETHER IT'S LOOKING AT LAST YEAR AND MAKING SURE WE'RE CLOSING OUR BOOKS AND, AND HAVE A GOOD PROJECTION BECAUSE THAT'LL BE A GOOD INDICATOR OF THIS BUDGET. RIGHT. SO WE ARE ALSO LOOKING AT THIS BUDGET FOR 26, 27 WITH THE GOAL OF ALSO MAKING REDUCTIONS BECAUSE WE DO NEED TO START ONE, STABILIZING THE BUDGET AND THEN ON TOP OF THAT START ADDING BACK INTO THE FUND BALANCE. SO WE DO HAVE A GOAL AND I THINK WE'VE BEEN ABLE TO IDENTIFY A GOOD CHUNK OF MONEY THAT WE'RE LOOKING AT MAKING REDUCTIONS. WE HAVE HAD MEETINGS AND, AND WE'RE IN THE PROCESS OF HAVING A LOT MORE MEETINGS WITH CAMPUSES AND DEPARTMENTS JUST TO SEE WHERE WE CAN FIND MORE EFFICIENCIES. BUT YEAH, WE ARE WORKING ON THAT. 
          EZRA, I JUST WANT TO ADD FOR THE $12 MILLION THAT HEALTH INSURANCE FUNDS. WE ACTUALLY HAVE A PRESENTATION FOR THE BOARD NEXT MONTH THAT'S. I DON'T KNOW IF YOU REMEMBER THAT. WE DIDN'T ANTICIPATE, WE DIDN'T ANTICIPATE TO HAVE THAT MUCH. I GUESS WE ANTICIPATED MAYBE LIKE SOME POSSIBLE COUPLE TO TWO TO $3 MILLION DEFICIT MAYBE. BUT WE DON'T DISSIPATE TO HAVE THIS, THAT BIG OF A, I GUESS, A DEFICIT FOR THE HEALTH INSURANCE WE WILL BE PRESENTING TO YOU AND WHAT HAPPENED. 
          BUT I DON'T KNOW, EDDIE, IF YOU WANT TO JUST EXPAND A LITTLE BIT. 
          SO OBVIOUSLY WE'RE ALL FACING STICKER SHOCK WITH THE HEALTH INSURANCE COSTS THIS PAST YEAR. OUR INSURANCE CONSULTANTS THEMSELVES ARE DEALING WITH STICKER SHOCK WITH ALL OF THEIR CLIENTS, BOTH PUBLIC SECTOR AND PRIVATE SECTOR. I'M GOING TO GIVE YOU JUST A COUPLE OF, A COUPLE OF STATISTICS AND WE'LL DEFINITELY GET INTO MORE DEPTH WHEN WE COME BACK IN SEPTEMBER. 
          BUT OUR CLAIMS WENT UP 18% IN THE FISCAL YEAR FROM THE YEAR BEFORE. 18%, RIGHT. THE GROSS PAID EMERGENCY ROOM CLAIMS INCREASED BY ALMOST $4 MILLION FROM THE YEAR BEFORE. SO THAT'S THINGS LIKE FREESTANDING EMERGENCY ROOMS, YOU KNOW, FOLKS GOING TO THE EMERGENCY ROOM. AND OF COURSE, YOU KNOW, WE WANT OUR EMPLOYEES TO USE THE EMERGENCY ROOM WHEN THEY NEED TO. THAT'S NOT THE ISSUE. 
          BUT SOME OF THOSE CLAIMS WE THINK COULD HAVE BEEN AVOIDED. 
          I DID WANT TO POINT OUT A COUPLE OF THINGS THOUGH, BECAUSE I THINK WHEN YOU, WHEN YOU GET, YOU KNOW, MY FIRST REACTION ON A PERSONAL LEVEL WAS, YOU KNOW, YOU PANIC AND THAT'S A HUGE CHUNK OF MONEY. SO OBVIOUSLY THE FIRST THING, THE BIG THING THAT WE'VE DONE IN THE LAST YEAR HAS BEEN OUR 4U HEALTH CENTER. 
          RIGHT. 
          OUR HEALTH CLINIC. 
          AND SO THE FIRST THING IS. 
          WELL, IS THAT WHAT'S CAUSING THIS? SO WE RAN A LITTLE BIT OF DATA TODAY WITH OUR BROKER AND THEY ANALYZED CLAIMS THAT WERE PROCESSED THROUGH THE CLINIC THAT OTHERWISE WOULD HAVE BEEN PROCESSED OUTSIDE THE CLINIC AND IF THEY'D BEEN PAID OUTSIDE THE CLINIC. SO IF WE DIDN'T HAVE A CLINIC AND THOSE EMPLOYEES HAD GONE TO EITHER THEIR PRIMARY CARE PHYSICIAN, GONE TO AN URGENT CARE, GONE TO THE FREESTANDING ER THOSE SAME CLAIMS WOULD HAVE RESULTED IN AN ADDITIONAL $971,000. SO THE CLINIC IS, IT'S WORKING, RIGHT? EVEN AT THIS SIX MONTHS AND WE LITERALLY HAD OUR SIX MONTH ANNIVERSARY TWO DAYS AGO. 
          IT'S WORKING. IT'S ACTUALLY OFFSETTING THE COST OF THE CLINIC YEAR TO DATE AND THEN SOME. SO I DO FEEL THAT THAT STILL IS AN APPROPRIATE STRATEGY TO HELP OVER TIME. BUT LIKE WE SAID 
          [03:30:01]
WHEN THE BOARD APPROVED THE CLINIC, IT'S NOT A SILVER BULLET. THIS IS NOT SOMETHING THAT'S AN OVERNIGHT FIX. RIGHT. IT'S A COMBINATION OF MAKING SURE THAT EMPLOYEES HAVE GOOD ACCESS AND ARE MAKING GOOD CHOICES. BUT IT'S ALSO SOME OTHER COST CONTAINMENT STRATEGIES. IT'S REALLY ABOUT EDUCATION AND IT'S REALLY ABOUT OUR EMPLOYEES WORKING WITH OUR DISTRICT, KNOWING THAT IT'S A SELF INSURANCE PLAN AND WE ALL CONTRIBUTE TO IT AND MAKING THOSE GOOD CHOICES SO WE CAN CREATE MORE OF A BUFFER FOR THE HIGH COST CLAIMS AND THE THINGS THAT WE CAN'T PREDICT. 
          SO WE'LL HAVE A LOT MORE DETAIL. IN SEPTEMBER, TODD AND AARON WILL BE BACK AND THEY'LL BE TALKING A LOT MORE IN DETAIL. BUT I DID WANT TO POINT OUT JUST A COUPLE OF THOSE HIGHLIGHTS AND THE 18% WHERE A LOT OF ORGANIZATIONS ARE STRUGGLING WITH PHARMACY SPENDING. SO DRUG SPEND, OUR CONSULTANTS ARE TELLING US OUR DRUG SPEND IS ACTUALLY REALLY WELL MANAGED BECAUSE YOU'LL REMEMBER FOR THE LAST THREE YEARS WE'VE ACTUALLY CHANGED RX EACH OF THOSE THREE YEARS BECAUSE WE'VE BEEN WORKING REALLY HARD TO TRY TO CONTAIN THOSE COSTS AND TO FIND THE BEST DEAL. IT'S THE MEDICAL SPEND THAT'S REALLY HITTING US HARD AND THAT'S ABOUT 75% OF THE TOTAL SPEND FOR THE SELF INSURANCE PLAN. 
          SO THE CLAIMS COSTS AND THE EMERGENCY ROOM COSTS ARE HUGE CONTRIBUTORS TO WHERE WE ARE RIGHT NOW. 
          THE FREESTANDING ALONE FROM ONE ORGANIZATION IS $7 MILLION. AND SO AND ALSO I THINK THERE ARE MORE CLAIMS, BUT THERE ARE MORE EXPENSIVE CLAIMS. RIGHT? AND I THINK THAT'S REALLY WHAT'S HITTING BECAUSE REMEMBER THE STAFF PUT MONEY, THEY PAY THE PREMIUM TOWARD THE, PUT IT ON THE BUCKET RIGHT TOWARD THE HEALTH INSURANCE. 
          AND THE DISTRICT PAYS 466 PER MONTH PER STAFF MEMBER. ALSO PUT THAT MONEY IN THE BUCKET. 
          SO THAT MONEY IS SUPPOSED TO BE ENOUGH TO MAKE SURE THAT WHENEVER SOMEBODY NEEDS TO GO TO A DOCTOR OR WHATEVER THAT YOU KNOW, PUT THE MONEY FROM THAT BUCKET TO MAKE SURE THAT ENOUGH MONEY IN THAT BUCKET TO DO IT. 
          APPARENTLY OBVIOUSLY BECAUSE OF HIGH NUMBER OF CLAIMS, THE USE OF FREESTANDING ER AND THINGS LIKE THAT. THAT'S REALLY WHAT. 
          WE DON'T HAVE ENOUGH MONEY, OBVIOUSLY, IN THAT BUCKET ANYMORE. AND SO THAT MEANS STAFF MEMBER HAVE TO PUT IN MORE MONEY. THE DISTRICT HAS TO PUT IN MORE MONEY IN ORDER FOR US TO REFILL THE BUCKET. SO WE HAVE ENOUGH FOR THESE CLAIMS. AND OBVIOUSLY WE, LIKE EDDIE WAS SAYING, WE HAVE TO MAKE SURE THAT OUR STAFF HAVE BEEN TAKEN CARE OF WHENEVER THEY NEED TO GO AND SEE A DOCTOR OR TAKE CARE OF WHATEVER SITUATION, MEDICAL SITUATION THEY MAY HAVE. 
          TRUSTEE ROSS, I HAVE TWO QUESTIONS. SO WE'VE BEEN DISCUSSING THE FREESTANDING ERS BEFORE I WAS ON THE BOARD, RIGHT. SO I KIND OF FEEL AT THIS POINT, IF THERE'S A. 
          IF THERE'S A WAY TO PIVOT COMMUNICATION WISE. 
          IF, IF OUR TEACHERS OR OUR STAFF DON'T. EXACTLY. AND I, I DON'T WANT TO USE THE WORD TRUST, BUT IF THEY'RE NOT REALLY LISTENING TO US OR YOU ALL. 
          RIGHT. THEN HOW DO WE PIVOT AND USE PEOPLE THAT THEY WILL LISTEN TO? AND I DON'T KNOW WHAT THE SOLUTION IS THERE. 
          RIGHT. BUT IT'S LIKE WE'RE STILL HAVING THE SAME CONVERSATION OVER AND OVER AGAIN. AND, AND SO I THINK THAT THAT'S, I MEAN, IDEALLY YOU WOULD. 
          GOOD LUCK WITH THAT. 
          AND I'M GOING TO BE CAREFUL WITH WHAT I SAY. AND CINDY GAVE ME THE LOOK ALREADY. SO. SO WE HAVE CHANGED APPROACH VERY RECENTLY AND WE'VE SEEN SOME GOOD RESULTS. AND THERE'S SOME PEOPLE IN THE AUDIENCE WHO ARE BIG SUPPORTERS OF US AND THEY KNOW WHO THEY ARE. BUT IT'S ABOUT MAKING SURE THAT EMPLOYEES UNDERSTAND. AND THE REASON THAT FREESTANDING ERS CAN BENEFIT FROM LOOPHOLES IN FEDERAL LAW LIKE THE NO SURPRISES ACT AND NO BALANCE BILLING, THINGS LIKE THAT, IS BECAUSE EMPLOYEES DON'T FULLY UNDERSTAND. BECAUSE IT IS COMPLEX, OFTENTIMES BY DESIGN. RIGHT. THERE IS A LACK OF FEDERAL REGULATION ON PHARMACY. THERE'S A REAL LACK OF CONTROL OVER GENERAL HEALTH CARE COSTS. 
          AND UNFORTUNATELY, THERE ARE CERTAIN LOOPHOLES THAT FOR PROFIT BUSINESSES HAVE FOUND AND ARE REALLY TAKING ADVANTAGE OF. TRUSTEE ROSS, THIS IS NOT A ROUND ROCK ISD PROBLEM ALONE. RIGHT. SO SAN ANTONIO, THE CITY OF SAN ANTONIO IS, IS INVOLVED IN LOTS OF. LOTS OF SITUATIONS AND LOTS OF ISSUES RIGHT NOW. BUT THE, THE UNFORTUNATE THING ABOUT ALL OF THIS IS THAT THE PERSON WHO IS MOST IMPACTED IN ALL OF THIS IS OUR EMPLOYEE. 
          BECAUSE ULTIMATELY, AS CLAIMS COSTS INCREASE AND DISTRICT BUDGETS REMAIN WHERE THEY ARE, UNFORTUNATELY, THOSE COSTS ARE GOING TO END UP BEING PASSED AWAY OVER TO EMPLOYEES. AND SO WHILE FREESTANDING ERS MAY TELL EMPLOYEES THAT THEIR SERVICES ARE FREE FOR THE EMPLOYEE ON THE FRONT END, THE EMPLOYEE IS GOING TO FEEL THAT ON THE BACK END, THERE'S ALSO THE NO SURPRISES ACT IS WHAT IT'S CALLED. 
          BUT THERE ARE SURPRISES FOR EMPLOYEES BECAUSE OFTENTIMES THERE ARE UNEXPECTED CLAIMS 
          [03:35:01]
THAT THEY RECEIVE A BILL FOR LATER ON. SO IT'S REALLY ABOUT THAT COMMUNICATION, MAKING SURE THAT WE'RE ENGAGING WITH EMPLOYEES AUTHENTICALLY. I MENTIONED OUR ADMIN ASSOCIATES THIS SUMMER. YOU KNOW, I WENT AND MET WITH ALL OF OUR CAMPUS ADMIN ASSOCIATES, AND THEY'RE OFTEN THE GATEKEEPERS AT THE CAMPUS, RIGHT? AND SO WHEN A TEACHER NEEDS A DOCTOR, THEY OFTEN WILL GO TO THE FRONT OFFICE AND SAY, HEY, DO YOU HAVE A RECOMMENDATION? ESPECIALLY PEOPLE WHO'VE MOVED TO THE AREA. SO IT WAS REALLY IMPORTANT THAT WE ENGAGED WITH THEM AND THEY UNDERSTOOD. 
          AND WE'VE HAD SUCH A GREAT REACTION FROM THAT THAT I THINK IT WILL PAY DIVIDENDS. 
          BUT IT'S A SLOW PROCESS TO MAKE SURE THAT INFORMATION COMES ACROSS. WE'VE ALSO TAKEN A DIFFERENT APPROACH OUTSIDE OF THAT, WHICH I'LL LET CINDY TALK ABOUT MAYBE AT A LATER DATE. 
          MY SECOND QUESTION IS THE IDEA THAT FOR OUR COMMUNITY, AND THIS IS OVER THE BUDGET AS A WHOLE, A LOT OF TRUSTEES, WE TALK TO EACH OTHER AROUND THE STATE ABOUT HOW DO YOU TALK ABOUT SCHOOL FINANCE IN A WAY THAT OUR COMMUNITY CAN UNDERSTAND, SINCE IT'S SO COMPLICATED AND IT'S HARD WHEN YOU HAVE A BUDGET AND IT'S SET. 
          LIKE, I KNOW HOW MUCH MONEY I'M GOING TO MAKE EVERY MONTH. MY HUSBAND KNOWS HOW MUCH HE'S MAKING. WE KNOW WHAT OUR MORTGAGE IS, ET CETERA. THAT'S NOT HOW SCHOOL FINANCE IS. CAN YOU EXPLAIN TO OUR COMMUNITY A LITTLE BIT ABOUT HOW WE COULD BE SO FAR OFF AND HOW IT KIND OF CONSISTENTLY FEELS A LITTLE LIKE WE'RE OFF, IF THAT MAKES SENSE. 
          YES, IT DOES. SO A LOT OF OUR FUNDING IS DERIVED ON STUDENTS. 
          RIGHT. 
          THE FIRST NUMBER, WHEN WE LOOKED AT OUR PROJECTIONS WAS OUR ENROLLMENT AND OUR ADA. SO THOSE ARE THE TWO MAIN DRIVERS. ONE NUMBER DRIVES THE OTHER. YOU'VE GOT MORE ENROLLMENT, THEN YOUR ADA IS GOING TO GO UP. SO ONE OF THE THINGS THAT WE CAN DO THAT WE HAVE A CERTAIN AMOUNT OF CONTROL A LITTLE BIT, BECAUSE WE DON'T HAVE A LOT OF CONTROL. CONTROL ON A LOT OF THE THINGS THAT GO INTO FUNDING IS OUR ADA ENROLLMENT WE REALLY CANNOT CONTROL. WE CAN TARGET, ADVERTISE, WE CAN DO, YOU KNOW, CAMPAIGNS AND ALL THAT TO GAIN ENROLLMENT. BUT REALLY WHAT GENERATES OUR FUNDING IS ENROLLMENT, AND IT IS ADA. SO THE OTHER ONE THAT WE LOOKED AT IS OUR ADA. SO FOR, YOU KNOW, IF WE DO A 1% INCREASE, YOU KNOW, THAT WILL GENERATE ABOUT $3 MILLION FOR THE DISTRICT. SO EVERYTHING IS STUDENT CENTERED. 
          SO DEPENDING ON THAT, WE SEE A FLUCTUATION ON OUR STUDENTS THAT THEY DECREASE, OUR ADA DECREASES AND WE LOSE FUNDING ON THAT. SO IT'S VERY IMPORTANT, ESPECIALLY AT THE BEGINNING OF THE YEAR AND YOU KNOW, BEING ON THE SECOND DAY OF SCHOOL, THAT WE ARE JUST LOOKING AT THAT ENROLLMENT NUMBER EVERY DAY. RIGHT. AND WE'LL SEE THAT NUMBER KIND OF SPIKE OVER THE NEXT FEW WEEKS AS THEY START TRICKLING IN BECAUSE WE'VE DROPPED SOME OF THE ONES THAT WERE NO SHOWS. 
          BUT IT WILL START PICKING UP AND THEN IT'LL PLATEAU AT A CERTAIN POINT AND THAT'S WHAT WE GAIN. BUT BASICALLY THAT'S WHAT IT IS, IS DRIVEN BY OUR STUDENTS. IT IS DRIVEN BY OUR PROPERTY VALUES TOO. 
          AND THERE'S TWO DIFFERENT SETS OF PROPERTY VALUES. SO IT IS A VERY HARD CONVERSATION TO HAVE WITH TAXPAYERS. RIGHT. BECAUSE A LOT OF THE TIMES WHAT THEY THINK IS WELL, I'M PAYING MY TAX BILL IS INCREASING. WELL, WE DON'T GET TO KEEP ALL THAT MONEY. YOU KNOW, WE ARE A PROPERTY RICH SCHOOL DISTRICT, BUT IT DOESN'T MEAN THAT WE KEEP ALL THE MONEY THAT WE TAX. WE GO ABOVE A CERTAIN LEVEL, WHAT IT USED TO BE CALLED TARGET REVENUE, WHERE THEY WANT TO KEEP US ALL AT THE SAME LEVEL. YOU GO ABOVE THAT NUMBER AND THEN THE STATE, THEY WANT RECAPTURE, THEY WANT THAT MONEY BACK. SO IT IS A VERY COMPLEX FORMULA BECAUSE WHEN YOU TALK TO AGAIN THE TAXPAYERS, THEY ALWAYS FEEL, WELL, MY PROPERTY BILL KEEPS GOING UP, EVERY YEAR I PAY MORE IN TAX. THIS, IT DOESN'T MEAN THAT WE KEEP IT. SO THERE'S THIS INVERSE RELATIONSHIP BETWEEN TAX COLLECTIONS AND STATE REVENUE. WE COLLECT MORE TAXES AND REMEMBER, THINK OF THIS AS A CUP. YOU KNOW, WE FILL THE CUP AND EVERYBODY, EVERY DISTRICT HAS THE SAME SIZE OF CUP. SO THE FIRST MONEY THAT GOES IN IS GOING TO BE OUR TAX COLLECTIONS. AND THEN TO FILL THE CUP, WHATEVER IS LEFT, WHETHER YOU ARE A PROPERTY RICH SCHOOL DISTRICT OR NOT, IS GOING TO FILL THAT CUP. 
          BUT WHATEVER GOES IN IS TAX TAX COLLECTIONS AND THEN STATE REVENUE GOES IN. RIGHT. SO WHEN THAT OVERFLOWS AND THAT MONEY GOES BACK TO THE STATE. SO SOMETIMES BECAUSE WE ARE PROPERTY RICH, WE COLLECT MORE TAXES. THAT MEANS THE STATE PUTS LESS MONEY IN. SO IT'S NOT THAT WE GET TO KEEP ALL THE MONEY, IT'S JUST THAT THE STATE WILL GIVE US LESS MONEY. SO IT IS A HARD CONVERSATION TO HAVE BECAUSE AGAIN, EVERYBODY KEEPS SEEING THEIR PROPERTY BILL GO UP. 
          I THINK IT'S MORE OF HOW DO THESE SURPRISES KEEP HAPPENING IS MORE THE CONCERN NOT. I THINK PEOPLE CAN UNDERSTAND. 
          YOU KNOW, I THINK AZ IS REALLY GREAT ABOUT THE CAKE IS THE CAKE. 
          RIGHT. 
          YOU KNOW, BUT IT'S MORE OF HOW DO THE HOW ARE WE OFF? AND I KNOW THIS IS NOT UNIQUE TO US, IF I CAN ADD AND I THINK THAT'S, THAT'S A VERY VALID QUESTION. I THINK, I THINK WHAT'S HAPPENING IN 
          [03:40:01]
ROUND ROCK, BUT IT'S ALSO HAPPENING ACROSS THE STATE BECAUSE OF, BECAUSE WE'RE LIMITED IN FUNDING. I, I KNOW I'M NOT A CFO, BUT I WORK WITH SOME VERY, VERY GOOD CFOS. AND I CAN TELL YOU LIKE THEY ALWAYS HAVE THE BUFFER. 
          LIKE SO THEY WERE ENOUGH MONEY TO LIKE MAKE SURE THAT YOUR DISTRICT IS RUNNING RIGHT. 
          YOU'RE PAYING COMPENSATING STAFF AND YOU'RE TAKING CARE OF EVERYTHING. 
          BUT ALSO YOU PUT SOME BUFFER ON THE SIDE SIDE. DEPENDING ON THE SIZE OF THE DISTRICT COULD BE ANYWHERE FROM FEW MILLIONS TO MAYBE 10, 15, 20 MILLIONS ON THE SIDE JUST IN CASE WITH UNEXPECTED THINGS HAPPEN. 
          THE PROBLEM WITH OUR DISTRICT AND OTHERS DISTRICT IN THE STATE OF TEXAS, BECAUSE THEY DON'T EVERYTHING IS SO TIGHT, THEY CANNOT AFFORD TO HAVE THAT BUFFER ANYMORE. 
          SO THE MINUTE I'M FORESEEING THINGS HAPPEN, THEY END UP IN A DEFICIT. AND SO THE, THE REALITY IS, I MEAN SO THEN WHAT YOU HAVE TO DO TO CREATE THAT BUFFER, YOU HAVE TO FREEZE POSITION OR CUT POSITION OR MINIMIZE AS MUCH AS POSSIBLE YOUR EXPENDITURE TO KEEP SOME MONEY TO THE SIDE. AND SO I MEAN OBVIOUSLY WE CANNOT AFFORD TO TAP INTO OUR FUND BALANCE ANYMORE. 
          THAT'S THE SITUATION THAT I KNOW THAT MS. CANSINO AND THE TEAM WILL HAVE A CONVERSATION. 
          WE'RE GOING TO BE MEETING WITH OUR PRINCIPAL DIRECTORS, TALK ABOUT THE BUDGET STARTING NEXT WEEK AND TO KIND OF START LIKE PLANNING CURRENTLY GETTING SOME INPUT AND FEEDBACK. 
          BUT WE ARE, WE ARE IN A SITUATION WHERE WE HAVE TO MAKE VERY DIFFICULT DECISIONS LIKE MANY OTHER SCHOOL DISTRICTS ARE DOING AROUND THE STATE OF TEXAS. 
          TRUSTEE CUERO. 
          THANK YOU, MS. CASINO. SO MY QUESTION IS JUST REALLY ABOUT THE FINAL NUMBER. WHAT DOES THAT DO TO OUR CREDIT RATING? IF ANYTHING, IT WILL HAVE AN IMPACT ON OUR CREDIT RATING. I MEAN BECAUSE THEY DO LOOK AT THE FUND BALANCE AT THE PERCENT OF FUND BALANCE. 
          MS. CONSINO, CAN YOU SCOOT THE MICROPHONE A LITTLE CLOSER TO IT WAS ON. IF YOU CAN SCOOT A LITTLE CLOSER. 
          SORRY. 
          THANKS. 
          WHAT I WAS SAYING WAS THAT IT DOES HAVE A POTENTIAL IMPACT ON OUR CREDIT RATING BECAUSE THE MORE WE, OUR FUND BALANCE GOES DOWN AS A PERCENT COMPARED TO OUR REVENUES, IT DOES START IMPACTING THAT CREDIT RATING. 
          TRUSTEE LANDRUM, THIS QUESTION'S MORE FOR EDDIE ON OUR HEALTH CLINIC AND I'M GLAD THAT WE'RE ALREADY SEEING THE BENEFITS PAYING OFF ON IT. 
          BUT EVERY TIME WE HAVE A CONVERSATION ABOUT BENEFITS AND THE NOT BENEFITS, BUT THE STANDALONE ERS, WE GET COLORFUL EMAILS FROM SOME STAFF ABOUT ACCESS AND JUST WONDERING IF WE'VE LOOKED AT OPPORTUNITIES TO HAVE THIS CLINIC OPEN AT OTHER THAN. OTHER THAN JUST 8 TO 5, MONDAY THROUGH FRIDAY. AND ALSO THE DISTANCE COMMUTE FOR A TEACHER IN THE WESTWOOD ATTENDANCE AREA OVER TO MY NEIGHBORHOOD. 
          BASICALLY, IT'S A REALLY LONG DRIVE. AND SO IF WE'RE SEEING THE BENEFITS, HAVE WE EXPLORED OR EVEN STARTED THINKING ABOUT ANOTHER CLINIC ON THE WEST SIDE? I'M NOT SAYING WE GO THERE RIGHT NOW. I'M JUST TRYING TO LOOK AT SOME OF THE RESPONSES THAT WE'VE GOTTEN FROM SOME STAFF AND WAYS TO CUT THE HEALTH EXPENSES. 
          YEAH. AND I WOULD POINT OUT WE HAVE 5,000 EMPLOYEES WHO TAKE OUR HEALTH INSURANCE INSURANCE PLAN. 
          RIGHT. AND YOU KNOW, I THINK THE THING IS IT'S ALWAYS IMPORTANT FOR ME. AND NOT EVERYBODY HAS THE SAME. NOT EVERYBODY HAS THE SAME ADVENTURE WHEN IT COMES TO WHAT THEY NEED IN THEIR HEALTH CARE. WE HAVE INCREDIBLY SATISFIED EMPLOYEES. 
          OVER 2,000 EMPLOYEE VISITS AND IT'S, YOU KNOW, WELL OVER 95, 96, 97% RATING. RIGHT. I MEAN, PEOPLE ARE REALLY ENJOYING IT WHEN THEY GIVE IT THE OPPORTUNITY. SOMETIMES IT'S THAT CHANGE IN BEHAVIOR THAT CAUSES THE STRESS AND THE ANXIETY. CERTAINLY, YOU KNOW, YOU ASKED ME, HAVE WE CONSIDERED. I'D LOVE TO HAVE A SECOND CLINIC, BUT MY CFO MIGHT KICK ME OR SOMETHING IF I EVEN BROUGHT THAT UP RIGHT NOW, BECAUSE IT'S JUST NOT ATTAINABLE RIGHT NOW. WHAT I THINK OUR BEST APPROACH WOULD BE IS I REALLY FEEL THAT IF WE'RE GOING TO CONTINUE TO DO THIS CLINIC WELL, WE HAVE TO ALLOW THE SYSTEM TO BED IN. RIGHT. YOU'VE GOT TO ALLOW OVER TIME THE UTILIZATION TO PICK UP. WE'RE NOT EVEN AT 32% RIGHT NOW, WHICH IS WHAT OUR TARGET IS IN TERMS OF THAT UTILIZATION. 
          WE'RE PROBABLY AT ABOUT 24%. 
          SO WE HAVE SOME UPSIDE THAT WE ARE GOING TO ACHIEVE. I'M VERY CONFIDENT ABOUT THAT. THERE'S ALSO VIRTUAL CARE OPTIONS OUTSIDE OF THE SEVEN TO SEVEN. AND THE OTHER PIECE IS WE HAVE STARTED TO TALK ABOUT HEAT MAPPING. 
          RIGHT. WHEN APPOINTMENTS ARE HAPPENING BASED ON FEEDBACK. 
          YES. BUT ALSO WHEN ARE ACTUALLY EMPLOYEES ACCESSING THE HEALTH CENTER. AND SO IS IT POSSIBLE THEN TO. EVEN IF IT'S NOT ADDING STAFFING TO INCREASE THE HOURS, BECAUSE THAT COMES WITH THE COST, MAYBE WE ADJUST STAFFING. SO 
          [03:45:01]
SOMETIMES IF YOU'RE FAMILIAR WITH GOING TO A PRIMARY CARE WHERE MAYBE THEY'RE OPEN UNTIL NOON ON A TUESDAY AND THEN THEY'RE OPEN ON SATURDAY MORNING, THAT'S SOMETHING THAT WE CAN CONSIDER AS WELL. SO IT'S JUST, IT'S HARD TO MAKE THOSE DECISIONS. 
          DECISIONS AFTER SIX MONTHS. 
          RIGHT. WE REALLY NEED TO MAKE SURE THAT WE'RE MAKING A DECISION THAT'S, THAT'S SUSTAINABLE OVER TIME. 
          AND IT DOES COME SOMETIMES WITH THAT COST. SOMETIMES YOU HAVE TO SPECULATE WITH MORE STAFF SO YOU CAN HAVE MORE APPOINTMENTS AND SO MORE PEOPLE CAN ACCESS THE CLINIC TOO. I'VE DRIVEN FROM THE WEST SIDE OF TOWN TO THE CLINIC AND I DO DRIVE FASTER THAN THE NORMAL PERSON MOST OF THE TIME BECAUSE DR. AZAIEZ IS ASKING ME TO GO DO SOMETHING. 
          BUT I CAN GET THERE IN 14 MINUTES. SO IT'S, IT IS, IT'S A BIT OF A, IT'S A BIT OF A TREK. I DRIVE FAST. 
          ARE YOU ON THE TOLL? NO, NO, I WAS ON 6, 20 AND 35. AND SO IT'S, IT'S DOABLE. 
          YOU CAN HARDLY GET FROM ROUND ROCK HIGH SCHOOL TO 35 IN 14 MINUTES. 
          MA'AM. I'M VERY CREATIVE. SO WAIT SERGEANT. CLEAR EARMOS. 
          SORRY. SO, BUT IT'S A STRETCH. 
          BUT I ALSO KNOW THAT WE'VE CREATED SOME FLEXIBILITIES IN OUR TIME OFF SYSTEM THAT ALLOWS FOR EMPLOYEES TO BE ABLE TO TAKE MORE FLEXIBLE TIME OFF. 
          RIGHT. THAT WAS PART OF THE REASON FOR THAT TOO. SO EMPLOYEES DON'T HAVE TO TAKE A HALF DAY OR A FULL DAY. IF THEY WANT TO GO TO AN APPOINTMENT, THEY CAN TAKE AN HOUR OR TWO HOURS TO GO AND ACCESS THAT CLINIC AND STILL COME BACK TO WORK. REMEMBER, THAT WAS ONE OF OUR GOALS IS WE WANTED TO MAKE SURE EMPLOYEES COULD ACCESS THINGS DURING WORK HOURS AND THEN BE ABLE TO COME BACK TO WORK. RIGHT. IT HELPS WITH PRODUCTIVITY. SO AGAIN, IT'S ABOUT BETTING IN THE SYSTEM. I FEEL THE MOST REASSURING THING THAT I HEARD TODAY WAS WE'VE ALREADY BROKEN EVEN. RIGHT. BASED ON THE WAY THEY LOOKED AT THE CLAIMS TRENDS. WE'RE GOING TO DO SOME MORE DATA DIGGING TO VERIFY THAT, BUT WE LOOK LIKE WE'RE ACTUALLY UP ON WHAT WE'VE PAID OUT, YOU KNOW, SO THAT IN AND OF ITSELF, GIVEN THE WAY THE 18% TREND AND WHAT WE'RE SEEING ACROSS AND WHAT'S BEING REPORTED, THAT'S VERY POSITIVE. RIGHT. 
          AND I THINK AGAIN, I MENTIONED THIS EARLIER, WORD OF MOUTH IS REALLY IMPORTANT. 
          SO THE TEACHERS THAT HAVE A GREAT EXPERIENCE, THEY TELL OTHER TEACHERS AND OVER TIME THAT'S WHERE IT'S COMPOUNDING. RIGHT. 
          OVER TIME WE'RE GOING TO SEE HIGHER UTILIZATION, GREATER ENGAGEMENT, AND THAT'S ONLY A GOOD THING. 
          THE ISSUE WE'RE ALWAYS GOING TO HAVE IS YOU CAN'T PREDICT WHO'S GOING TO HAVE A HIGH COST CLINIC CLAIM AND HOW MUCH IT'S GOING TO COST. AND SO BACK TO WHAT DR. AZAIEZ MENTIONED, WE DON'T REALLY HAVE A BUFFER. 
          WE DON'T REALLY HAVE ANY SORT OF RAINY DAY FUND, ANY SORT OF PADDING RIGHT NOW BECAUSE THINGS ARE SO EXPENSIVE. AND SO THAT'S ALWAYS GOING TO BE THE CHALLENGE, WHICH IS WHY WE RUN INTO THIS SITUATION. THIS IS JUST A MICRO VERSION OF WHAT'S HAPPENING WITH THE BUDGET ITSELF. SO. 
          BUT THE STRATEGIES WE'RE PUTTING IN PLACE, THE PLAN REDESIGNS WE'RE PUTTING IN PLACE, THEY'RE ALL INTENDED TO KEEP COSTS AS LOW AS POSSIBLE GIVEN WHERE WE ARE. BUT THE REALITY IS COSTS ARE GOING TO HAVE TO INCREASE. 
          WELL, AND I APPRECIATE YOU NOT BEING REACTIVE IN DECISION MAKING THAT IS SO IMPORTANT. 
          JUST THINKING ABOUT THE TIME THAT I'M BEEN ON THE BOARD, I WOULD NOT DOUBT, AND DON'T QUOTE ME ON THIS, I DON'T HAVE EXACT NUMBERS, BUT I WOULD NOT DOUBT IF OUR HEALTH COST HAD GONE ABOVE BUDGETED BY $70 MILLION IN THE LAST EIGHT YEARS. I MEAN, I'M JUST KIND OF MENTAL MATH. BUT IT JUST HAS BEEN SUCH A DRAIN ON OUR BUDGET ON HOW DO WE REALLY, YOU KNOW, BUDGET FOR THAT. AND SO JUST IT'S SOMETHING THAT REALLY MAKES ME LOSE SLEEP AT NIGHT WITHOUT. HOW DO YOU, HOW DO YOU PROVIDE GREAT BENEFITS WITHOUT PASSING THOSE COSTS ON TO OUR EMPLOYEES? AND SO THANK YOU FOR, YOU KNOW, CONTINUING TO LOOK AT IT AND SLOW DOWN, DON'T DRIVE SO FAST. 
          AND WE'LL HAVE MORE OPPORTUNITY TO DISCUSS, TO DISCUSS THIS IN SEPTEMBER. 
          TRUSTEE ROSS, I THINK IT WAS JUST THAT I DISBELIEVE. 
          THERE'S NO WAY I CAN'T GET HERE IN 15 MINUTES. 
          WE ARE SHORT ON TIME. 
          MISSING TRUSTEE CUERO. 
          EDDIE, JUST QUICKLY. 
          SO AS YOU MENTIONED, HEAT MAPS, WHEN YOU LOOK AT THE DATA, ARE THERE ANY ILLNESSES WITHIN A CERTAIN PERIOD OF TIME THAT WE'RE NOTICING THAT MAYBE PERHAPS WE CAN ANTICIPATE. 
          HEY, IN THE FUTURE AROUND THIS TIME THIS IS HAPPENING IN OUR DISTRICT, MAYBE WE COULD DO SOMETHING ABOUT THAT. YOU KNOW WHAT I MEAN? NO ILLNESS. 
          SO LIKE, LIKE IF I, IF I, IF YOU SEE A NUMBER OF TEACHERS GETTING SICK WITHIN THE PERIOD OF TIME, IS THERE SOMETHING THAT WE COULD DO PROACTIVELY TO KIND OF COMMUNICATE TO TEACHERS? 
          [03:50:01]
HEY, LET'S, YOU KNOW, USE, YOU COULD USE THE VIRTUAL OR YOU KNOW, SOMETHING. 
          GOTCHA. YES SIR, ABSOLUTELY. SO ABSENCE DATA IS REALLY IMPORTANT. RIGHT? AND SO PULLING TOGETHER REALLY GOOD ABSENCE DATA IS PART OF OUR PLAN BECAUSE TO YOUR POINT, WE REALLY NEED TO HAVE DATA. I WOULD ALSO JUST REFRAME THAT A LITTLE BIT IN THAT WE HAVE 5,000 EMPLOYEES WHO TAKE OUR PLAN. RIGHT. AND SO LOOKING FOR TRENDS AND PATTERNS IS. 
          IT'S CHALLENGING. IT'S NOT, IT'S NOT, NOT THAT WE CAN'T DO THAT. ONE OF THE GREAT THINGS THAT WE CURRENTLY HAVE THOUGH IS WE HAVE A U AMBASSADOR PROGRAM. 
          AND SO WHAT THAT MEANS IS WE HAVE AN AMBASSADOR AT EACH CAMPUS AND THEY'RE KIND OF OUR, THEY'RE KIND OF OUR COMMUNICATION PERSON. 
          SO THEY'RE ABLE TO COME OUT AND COMMUNICATE THE PROGRAMS AND THE OFFERINGS TO THE TEACHERS AND STAFF. SO THAT'S BEEN, THAT'S BEEN A WAY TO KIND OF TACKLE THAT. 
          BUT I AGREE WITH, I HEAR WHAT YOU'RE SAYING AND YES SIR, WE CAN CERTAINLY LOOK 
          [G.DISCUSSION ITEMS  ]
INTO SOME OF THAT DATA. 
          OKAY. I DON'T SEE ANYONE ELSE IN THE QUEUE. THANK YOU, MS. CASINO. APPRECIATE IT. 
          OKAY, EVERYONE GOOD. NOT TAKING A BREAK. I'M GOING TO KEEP MOVING FORWARD. OKAY, MOVING ON TO AGENDA ITEM G1. I'M GOING TO TURN IT OVER TO TRUSTEE WEI. 
          OKAY. SO THE FORM HAS BEEN CHANGED. THEY ADDED A NEW COLUMN AS SHOWN IN THE GREEN COLOR. SO I GUESS THEY JUST ASSUMED I DON'T HAVE ENOUGH TO DO. SO THEY ADD ANOTHER TASK TO ME FOR THE GREEN COLUMN. IT'S JUST BASICALLY SAYING ADOPT HEAVY MINUTES. AND IN THE FORM IT'S SELF EXPLANATORY. IT'S LIKE MINUTES SETTING FOR CONSTRAINTS. MINUTES RECEIVED DISCUSSING CONSTRAINTS AND THEN THE BORE CELL EVALUATION MINUTES. THAT'S THE THING THEY ADDED TO IT. AND FOR JUNE WE ONLY HAVE SIX MINUTES UNDER BORE CELL EVALUATION. SO ACCORDINGLY. SO WE HAD TWO PERCENTAGE. HERE WE USED TO HAVE PERCENTAGE FOR THE MINUTES FOR STUDENT OUTCOME THAT'S 52%. 
          AND BECAUSE WE ADD THE GREEN COLUMN WE HAD ANOTHER ONE BASICALLY BLUE PLUS GREEN AND WE HAVE 53%. AND IN THE BOTTOM THEY ALSO ADD A LOT OF OTHER TRACKING NUMBERS. HOW MANY TRUSTEES PRESENT. SO IN JUNE WE HAD TWO MEETINGS. ONE IS SEVEN TRUSTEE ATTENDED AND 100% AND THE OTHER ONE WE HAD 71% ATTENDANCE RATE. CONSENT ITEMS WE HAD USUALLY HAD IN THE REGULAR MEETING. WE HAD 13 ITEMS IN REGULAR MEETING IN JUNE AND WE DON'T HAVE ANYTHING REMOVED. SO WE HAD 100% MOVING TO THE MIDDLE. I CAN'T BELIEVE I SPENT SO MUCH MONEY NO MONEY TIME ON THIS ANYWAY. SO IN THE MIDDLE ALSO NEED TO FILL OUT HOW MANY OTHER AGENDA ITEMS. SOMETHING LIKE YOU KNOW, CALL FOR ORDERS OR ORDER A BUSINESS, SOMETHING LIKE THAT. SO WE HAD SIX FOR THE REGULAR MEETING AND FOUR FOR THE CALL MEETING. 
          FINALLY WE HAD THE GOALS DISCUSS WE HAD THREE AND GOALS ON TARGET ONE. SO WE HAD PERCENTAGE OF 33% AND THAT'S FOR THE REGULAR MEETING. GPN IS 50% ON TARGET. AND THAT'S THREE OUT OF SIX. THAT'S A LOT OF INFORMATION ADDED INTO THIS NEW FORM. PRETTY MUCH. I SPENT HOURS ON THIS. 
          OKAY, CAN WE MOVE TO THE OTHER MONTHLY CHART? I THINK I HAD JANUARY UNTIL JUNE. SO WHILE WAITING AND SHOULD BE G1 THE FIRST ONE. YES. SO IN JUNE, WE HAVE 449 MINUTES FOR TOTAL MEETING TIME, WHICH IS THE HIGHEST MINUTES SO FAR. 
          AND WE HAVE 52% IS RELATED TO STUDENT OUTCOME. ANY 
          [03:55:02]
QUESTIONS? NO QUESTIONS. 
          HOW DO Y' ALL HAVE QUESTIONS? TRUSTEE ROSS? I DON'T HAVE A QUESTION. 
          YOU LOVE ME, SO DON'T GET ANGRY. COULD WE ADD A CELL TO THE LEFT AND HAVE THE DATE OF THE MEETING? THAT'S WHAT I WAS GONNA SAY. 
          I FEEL SO BAD. BUT YEAH, JUST. 
          JUST. 
          BECAUSE WHEN YOU WERE TALKING ABOUT IT ON THE. YOU KNOW, WITH THE ONE WITH THE TWO MEETINGS, IT JUST. IF I COULD SEE THE DATE, THAT WOULD BE AWESOME. 
          BUT I'M OF ONE PERSON. 
          TRUSTEE LANDRUM. 
          THAT'S WHAT I WAS GONNA SAY. 
          DO WE HAVE A CONSENSUS ON MAKING TRUSTEE WEI? GUESS IF WE CAN MOVE ON. 
          I DON'T WANT TO MOVE ON. 
          PLEASE. 
          YES, WE HAVE CONSENSUS. WE HAVE CONSENSUS. ALL I HAVE TO SAY IS I'M GLAD I'M NOT SECRETARY NOW WITH THIS NEW TEMPLATE. THANK YOU, TRUSTEE WEI. OKAY, WE'RE GOING TO MOVE ON TO AGENDA ITEM G2, BOARD COMMITTEE REPORTS. 
          TRUSTEES, THESE SHOULD BE BRIEF. IF YOU HAVE ANY QUESTIONS FOR THE BOARD BASED ON YOUR WORK, THEN PLEASE GO AHEAD AND ASK. 
          BUT THIS IS SOMETHING I WANTED TO START DOING AT OUR FIRST BOARD MEETING OF THE SCHOOL SCHOOL YEAR, JUST TO REPORT OUT ON WORK GOING FORWARD THROUGHOUT THE YEAR. SO I'M GOING TO START WITH THE TWO WAY COMMUNICATION COMMITTEE. 
          SO I DID MAKE SPREAD PRESENTATION, BUT IT'S FINE. 
          IT'S FINE. 
          SHE'S NOT GOING TO USE THEM. 
          NO. 
          NO, I'M NOT. 
          SO, TRUSTEE ROSS, CAN YOU MOVE A LITTLE BIT CLOSER TO. 
          SORRY. 
          THANK YOU. SO JUST FOR EVERYBODY'S KNOWLEDGE, WE WORKED WITH THE DISTRICT TO DO THE GOALS AND CONSTRAINT SCHEDULING TO FOR COMMUNITY OUTREACH ON THAT. AND THEN I DON'T KNOW WHAT MONTH IT WAS. WE HAD A LONG CONVERSATION ON THE DAIS ABOUT WAYS OF ALLOWING MORE PUBLIC FEEDBACK TO THE BOARD. SINCE WE DON'T ALLOW ANY COMMENTS OTHER THAN WHAT'S ON THE AGENDA ON OUR REGULAR BOARD MEETINGS. 
          SO AS A COMMITTEE, WE DISCUSSED KIND OF HAVING LISTENING SESSIONS AND HOW DO YOU HANDLE THAT AS A BOARD AND ALL THE LEGALITIES THAT WE HAVE. WE CAME UP WITH THREE DATES, FOUR DATES TWO TIMES A SEMESTER. IF YOU GUYS WANT TO BRING OUT YOUR PHONES OR WHATEVER. 
          IF WE WANT TO HAVE THAT CONVERSATION. I'LL JUST WRITE THEM. I'LL GIVE THEM TO YOU. 
          09, 15, 10, 24, 24, 4, 24. I TRIED TO A VARIETY OF DIFFERENT DAYS OF THE WEEK SO THEN PEOPLE CAN COME. WE WOULD BE INTERESTED IN OPENING IT UP TO OTHER COMMITTEES SO WE COULD LOOK AT THE GOAL OF THIS NOT JUST AS A LISTENING SESSION FOR COMMUNITIES TO, TO COME AND TALK TO THE BOARD. WE'RE STILL KIND OF DEVELOPING WHAT EXACTLY IT WOULD LOOK LIKE. BUT IF OTHER LEGISL OR OTHER GROUPS MAYBE LIKE THE LEGISLATIVE COMMITTEE WOULD BE INTERESTED IN COMING TO USE THAT AS AN OPPORTUNITY TO REACH OUT TO THE COMMUNITY TO HELP DEVELOP LEGISLATIVE PRIORITIES. MAYBE SOMETHING AROUND HEALTHCARE, BUT YOU KNOW, OR OTHER WAYS THAT WE CAN INFORM THE COMMUNITY ON WHAT OUR ROLES ARE OR WHATEVER. I THINK THAT'S IT. 
          THANK YOU. ARE THERE ANY QUESTIONS? OKAY. 
          I DON'T SEE ANY LEGISLATIVE COMMITTEE. 
          SO I TOOK OVER THE LEGISLATIVE COMMITTEE IN APRIL OF THIS YEAR AND I SERVE ON THAT WITH TRUSTEE ZARATE AND TRUSTEE MARKUM. AND WE'VE HAD THREE MEETINGS SINCE THEN. AND OUR NEXT BIGGEST PUSH IS GOING TO COME UP IN TWO DAYS FROM NOW WHEN WE HAVE OUR BACK TO SCHOOL EVENT ON SATURDAY, AUGUST 22ND AT CEDAR RIDGE. 
          WE'RE GOING TO HAVE A SURVEY AVAILABLE ALONG WITH A QR CODE FOR COMMUNITY MEMBERS THAT ARE PRESENT TO GIVE US SOME FEEDBACK. WE DID THIS LAST YEAR AND RECEIVED OVER 100 RESPONSES FROM COMMUNITY MEMBERS AND IT WAS A REALLY GOOD WAY TO KIND OF GET THEM THINKING ABOUT THE LEGISLATIVE EXPERIENCE AND HOW THEY CAN INTERACT WITH US AS A SCHOOL DISTRICT. 
          BUT ALSO THE IMPORTANCE OF HOW THE LEGISLATIVE SESSION IMPACTS OUR FUNDING AND OUR RULES AND LAWS AND THINGS LIKE THAT. SO WE WILL BE GATHERING SOME DATA. 
          I THINK WE'LL HAVE THE QR CODE AVAILABLE FOR PEOPLE THAT DON'T ATTEND. I THINK THAT'S GOING TO BE POSTED IN OUR COMMUNICATIONS, MAYBE FOLLOW UP COMMUNICATIONS. 
          WE HAVE A FOLLOW UP LEGISLATIVE COMMITTEE MEETING SCHEDULED FOR TWO WEEKS AFTER IT TO REVIEW THE DATA. BUT JUST FOR SOME THINGS THAT ARE COMING UP IN THE FALL AND INTO THE SPRING BECAUSE WE ARE ENTERING 
          [04:00:02]
LEGISLATIVE SESSION TIME. 
          YAY. 
          WE ARE SCHEDULING A LUNCH WITH ALL OF OUR ELECTED REPRESENTATIVES, SENATORS AND EVEN OUR SBO SBOE REP FOR AFTER THE ELECTION JUST TO REINTRODUCE OURSELVES, THERE MAY BE NEW PEOPLE. 
          OBVIOUSLY THERE'S GOING TO BE SOME NEW PEOPLE BECAUSE PEOPLE WHO WERE SERVING LAST YEAR AS A HOUSE REPS ARE NOT RUNNING AGAIN. SO JUST TO INTRODUCE OURSELVES AS A DISTRICT, MAYBE OFFER SOME TOURS AROUND THE DISTRICT IF THEY'RE NOT FAMILIAR WITH SOME OF OUR SCHOOLS AND THE AMAZING THINGS THAT WE'RE DOING. THAT'S SCHEDULED FOR NOVEMBER20 TO INTO DECEMBER TO MEET WITH THEM. WE ALSO HAVE TALKED ABOUT ADDING A BUTTON TO THE WEBSITE FOR COMMUNITY MEMBERS TO SUBMIT THEIR EMAIL ADDRESSES TO RECEIVE A LEGISLATIVE UPDATES FROM SPECIFICALLY THE PUB ED COMMITTEE AND HOW THEY AFFECT ROUND ROCK ISD. 
          SOMETIMES IT CAN BE A CHALLENGE IF YOU'RE NOT FAMILIAR WITH THE SYSTEM OF HOW TO GET UPDATED FROM COMMITTEES WHEN THEY'RE MEETING, WHAT'S ON THE AGENDA, WHAT ARE THE DEADLINES AND SO JUST BASICALLY BEING A MIDDLEMAN BETWEEN THE STATE LEDGE AND OUR COMMUNITY OF HOW DO YOU GET INFORMATION THAT APPLIES TO ROUND ROCK ISD AND PUBLIC EDUCATION IN GENERAL. THAT'S PROBABLY ENOUGH FOR NOW. 
          BUT WE ARE ALSO LOOKING AT COMMUNITY ENGAGEMENT SESSIONS. 
          WE HAD LOOKED AT SEPTEMBER, NOVEMBER, FEBRUARY AND APRIL. 
          THE COMMUNICATION COMMITTEE WANTED TO DO AN OCTOBER ONE. 
          SO WE MAY LOOK AT JOINING IN THAT. WHAT DID I SAY? OKAY, WE MAY TAG ONTO THAT. 
          DEPENDS ON A QUORUM. I ACTUALLY SERVE ON THE TWO WAY COMMITTEE, THE TWO WAY COMMUNICATION COMMITTEE AS WELL. SO WE HAVE TO BE REAL CAREFUL ABOUT NOT HAVING A QUORUM OF TRUSTEES AT THESE COMMUNITY MEETINGS. 
          BUT WE ARE LOOKING FOR WAYS TO ENGAGE WITH THE COMMUNITY, SET UP OUR LEGISLATIVE PRIORITIES, GET THEM OUT TO OUR ELECTED REPRESENTATIVES. 
          BECAUSE AS SOON AS THE ELECTION SEASON IS OVER, BILLS ARE GOING TO START GETTING FILED IMMEDIATELY AND IT'S OFF TO THE RACES RIGHT AFTER THE START OF THE YEAR IN EARLY JANUARY. SO WE'RE GOING TO BE DOING A LOT OF WORK BETWEEN NOW AND NOVEMBER AND LOOKING FOR ENGAGEMENT FROM COMMUNITY MEMBERS WHO WANT TO LEARN MORE ABOUT THE LEGISLATIVE PROCESS AND HOW TO ADVOCATE FOR PUBLIC EDUCATION AND ROUND ROCK ISD SPECIFIC SPECIFICALLY. NO QUESTIONS. 
          GREAT, THANK YOU. I DON'T SEE ANYONE IN THE QUEUE. NEW TRUSTEE ORIENTATION COMMITTEE. 
          TWO WAY COMMUNICATION COMMITTEE WILL ALSO BE THERE THIS SATURDAY. 
          RIGHT. 
          SO YEAH, BE THERE OR BE SQUARE. 
          CAN I JUST SAY ONE THING ABOUT THAT? IF YOU ARE HEADING TO THE BACK TO SCHOOL EVENT, WE WILL HAVE ONE TABLE IN THE SMALL GYM AND AND ONE TABLE IN THE LARGE GYM. AND SO IF YOU'RE HEADING, LOOK FOR THOSE TWO DIFFERENT AREAS WHERE YOU'RE GOING TO FIND THREE TRUSTEES AT EACH TABLE. WE CANNOT MINGLE BETWEEN THEM BECAUSE IT'D BE QUORUM ISSUES. 
          BUT WE WILL HAVE TWO SEPARATE TABLES IN TWO SEPARATE LOCATIONS AT THE BACK TO SCHOOL EVENT. 
          SORRY, I DIDN'T MEAN TO. 
          EXACTLY. THANK YOU. NEW TRUSTEE ORIENTATION COMMITTEE. 
          AGAIN, I DON'T NEED TO TELL THE BOARD ABOUT OUR CURRENT PROCESS BECAUSE. 
          BECAUSE WE PROBABLY WE ALL WENT THROUGH IT. THE GAPS THAT I SEE IS WE KIND OF DISCUSSED WITH TECHNOLOGY WHICH WAS AMAZING. 
          THEY'RE ABSOLUTELY LOVELY ABOUT WAYS THAT WE CAN MAKE THE INFORMATION READILY AVAILABLE TO TRUSTEES JUST TO MAKE IT A LITTLE BIT OF AN EASIER THING. THIS IS A VOLUNTEER POSITION, AND IT REQUIRES A SIGNIFICANT AMOUNT OF HOURS PER WEEK, AND ANYTHING THAT WE CAN DO THAT MAKES IT A LITTLE BIT EASIER TO FIND THAT INFORMATION, I THINK. AND THEY CAME UP WITH SOME WONDERFUL IDEAS. I KNOW, AS BOARD OFFICERS, WE'VE KIND OF ALSO DISCUSSED MAYBE USING TECHNOLOGY TO LESSEN THE LOAD IN A WAY. THE OTHER THING THAT I THINK IS NEEDED IS A MENTORSHIP PROGRAM. I REACHED OUT. BOTH MICHAEL AND I REACHED OUT TO ALL OF OUR SURROUNDING DISTRICTS, AND THE MENTORSHIP PROGRAM THAT PFLUGERVILLE USES IS REALLY ROBUST AND REALLY AWESOME FOR NEW TRUSTEES COMING ON. 
          AND, OF COURSE, WE ALWAYS HAVE TO WORRY ABOUT, YOU KNOW, QUORUM ISSUES. BUT WHEN I SAT DOWN AND I KIND OF WENT THROUGH, YOU KNOW, AS AN EDUCATOR, TO KIND OF GO THROUGH IS LIKE, HOW WOULD I CREATE THIS AS A CURRICULUM FOR NEW TRUSTEES? A LOT OF IT CAME DOWN TO, LIKE, IF THEY JUST HAD SOMEBODY TO REACH OUT TO. AND SO I THINK INSTEAD OF CREATING THIS VERY ELABORATE SYSTEM, IF WE JUST HAD THEM PARTNER UP, IT WOULD BE, YOU KNOW, SOMEBODY THAT KIND OF WOULD GO OVER WHAT DOES, YOU KNOW, THESE AGENDA ITEMS LOOK LIKE, HOW DO YOU MAKE A MOTION? OR, YOU KNOW, EVEN IF IT'S DOWN TO, LIKE, THE EDUCATIONAL GALA THAT WE GO TO, YOU KNOW, WHAT TIME DO YOU ARRIVE? WHERE 
          [04:05:01]
DO YOU PARK? LIKE, HOW DO YOU DRIVE THERE? LIKE, WHAT. ALL OF THOSE TYPES OF THINGS OF JUST HELPING NAVIGATE THIS PROCESS OF BEING A VOLUNTEER AND JUGGLING, YOU KNOW, FAMILY LIFE AND CAREER AND EVERYTHING ELSE IN A SITUATION THAT REQUIRES A LOT OF WORK. THANK YOU, MICHAEL, AGAIN, FOR YOUR. YOUR CHART AND YOUR TIMES. SO IS THAT. I THINK THAT'S IT ON THAT. 
          THANK YOU. ANY QUESTIONS? OKAY, I DON'T SEE ANYBODY. 
          THANK YOU, COMMITTEES, FOR REPORTING OUT. I THINK THAT'S REALLY IMPORTANT. 
          I HAVE A QUESTION ABOUT HOW DO WE MOVE FORWARD? SO IF THAT'S SOMETHING THAT. 
          DO WE SET AN AGENDA ITEM AND SAY, HEY, NEW TRUSTEE COMMITTEE WANTS TO DO THIS. 
          IF IT REQUIRES A CHANGE TO OUR BOARD OPERATING PROCEDURES OR THERE'S ANYTHING YOU WANT TO ADD TO IT, THEN YES, YOU CAN ALSO SUBMIT AN AGENDA ITEM ONCE YOU'VE SOLIDIFIED WHAT YOU WANT TO MOVE FORWARD WITH, IF YOU WANT TO REPORT OUT AGAIN. 
          OKAY, COOL. 
          OKAY. THANK YOU. I APPRECIATE THAT. I THINK IT'S IMPORTANT FOR ALL OF US TO KNOW WHAT EACH OTHER'S COMMITTEES ARE DOING AND WHAT THE PLAN IS FOR THE YEAR. SO WE'RE GOING TO MOVE ON TO AGENDA ITEM G3. I JUST WANT TO LET YOU ALL KNOW I'VE IDENTIFIED A FEW THINGS UNDER ACTION ITEMS THAT WE CAN MOVE WHEN WE GET THERE, WE'LL TALK ABOUT THAT, BUT WE'RE GOING TO GO AHEAD AND MOVE ON TO G3. OVERVIEW OF DISTRICT APPLICATIONS AND THEN POSSIBLE SCREEN TIME POLICY. TRUSTEE LANDRUM AND TRUSTEE CUERO BOTH SENT IN AGENDA REQUESTS AT THE SAME TIME THAT COMPLEMENTED EACH OTHER. TRUSTEE CUERO ASKED FOR THE OVERVIEW OF DISTRICT APPLICATIONS AND PLATFORMS, WHICH I THINK PROVIDES GREAT CONTEXT FOR TRUSTEE LANDRUM'S AGENDA REQUEST, WHICH IS A POSSIBLE SCREEN TIME POLICY. 
          SO IT WAS VERY LUCKY AND I APPRECIATE THAT YOU BOTH SENT IN THOSE AGENDA REQUESTS AT THE SAME TIME AND WE COULD PULL THEM TOGETHER. SO I'LL START WITH DR. AZAIEZ AND LET HIM MAKE INTRODUCTIONS. 
          YEAH. WELL, THANK YOU VERY MUCH FOR THIS. AND SO THIS IS JUST THE BEGINNING OF A CONVERSATION. I JUST WANT TO MAKE SURE, YOU KNOW, WE WANT TO FIRST OF ALL HONOR THE REQUEST FROM OUR TRUSTEES, BUT ALSO SHARE WITH YOU WHAT WE ARE UP TO, WHAT WE'RE DOING. RIGHT. AND THEN HEAR FROM YOU. RIGHT. SO WE CAN GO BACK AND ALSO SEE WHAT ELSE WE CAN COME UP WITH AND EVENTUALLY FINALIZE WITH YOUR INPUT AND ALSO SOME OTHER STAKEHOLDERS INPUT. SO I'M GOING TO PASS ALONG TO DR. GONZALEZ. I LOVE HER, IF YOU DON'T MIND. AND THEN TELL US WHO ELSE IS WITH YOU RIGHT TONIGHT. 
          GOOD EVENING, MADAM PRESIDENT, BOARD OF TRUSTEES. 
          DR. AZAIEZ, THANK YOU FOR HAVING US. 
          I'M DR. LAURO. CAROLINE GONZALEZ. 
          I'M YOUR EXECUTIVE DIRECTOR FOR TEACHING AND LEARNING. 
          AND OUR INSTRUCTIONAL TECHNOLOGY TEAM THAT IS A PART OF TEACHING AND LEARNING HAS BEEN WORKING VERY HARD WITH TECHNOLOGY INTEGRATION THROUGH OUR INSTRUCTIONAL TECHNOLOGY SPECIALISTS AT THE CAMPUS LEVEL. AND SO TONIGHT I'M HAPPY TO INTRODUCE DR. AUTUMN POWELL, OUR DIRECTOR OF INSTRUCTIONAL TECHNOLOGY SERVICES, WHO WILL BE GIVING YOU THE OVERVIEW THIS EVENING. 
          GOOD EVENING. PRESIDENT MARKUM, BOARD OF TRUSTEES AND DR. AZAIEZ. I'M DR. AUTUMN POWELL AND I SERVE AS THE DIRECTOR OF INSTRUCTIONAL TECHNOLOGY FOR ROUND ROCK ISD. 
          THIS IS MY 29TH YEAR IN EDUCATION AND I'M PROUD TO HAVE SERVED 23 OF THOSE HERE IN THE DISTRICT. MY TWO SONS WENT TO PURPLE SAGE ELEMENTARY, GRISHAM MIDDLE SCHOOL, AND AND ARE GRADUATES OF WESTWOOD HIGH SCHOOL. SO I'VE ALSO HAD THE PRIVILEGE TO SEE WHAT A GREAT EDUCATION OUR DISTRICT OFFERS TO STUDENTS AND FAMILIES. I'M HAPPY TO BE HERE WITH YOU THIS EVENING TO SHARE HOW THE DISTRICT FRAMES OUR WORK TO INCORPORATE TECHNOLOGY INTO THE CLASSROOM FOR STUDENTS. WE'LL BEGIN BY AFFIRMING THAT OUR WORK IS GROUNDED IN THE VISION OF THE DISTRICT. INSPIRING STUDENTS TO LEARN, EMPOWERING STUDENTS FOR LIFE. 
          ADDITIONALLY, OUR WORK FOCUSES TO ALIGN WITH THE LEARNER PROFILE CREATED IN 2024 WITH THE DISTRICT STRATEGIC PLAN THAT INCLUDED INPUT FROM TEACHERS, ADMINISTRATORS, FAMILIES, AND THE COMMUNITY. 
          DURING TONIGHT'S PRESENTATION, WE WILL HIGHLIGHT HOW INTENTIONAL TECHNOLOGY INTEGRATION CONNECTS TO THE CHARACTERISTICS OF THE LEARNER PROFILE TO ENSURE STUDENTS ARE EFFECTIVE COLLABORATORS AND COMMUNICATORS WITH A GROWTH MINDSET. YOU WILL ALSO HEAR ABOUT HOW OUR WORK ALIGNS TO ENSURE STUDENTS HAVE EXPERIENCE EXPERIENCES THROUGHOUT THEIR TIME WITH US TO GROW AS DIGITAL CITIZENS. 
          OUR OVERARCHING GOAL FOR THIS EVENING IS THAT YOU HAVE A DEEPER UNDERSTANDING OF HOW STUDENTS IN THE DISTRICT USE TECHNOLOGY IN AN ACTIVE WAY TO SUPPORT LEARNING. WE WILL PROVIDE YOU AN OVERVIEW OF CURRENT DIGITAL RESOURCES AVAILABLE TO STUDENTS AND TEACHERS, AS WELL AS HOW THEY SUPPORT THE IMPLEMENTATION OF THE REQUIRED STATE TECHNOLOGY AND CONTENT STANDARDS. YOU WILL HAVE AN OPPORTUNITY TO SEE HOW OUR TEAM COLLABORATES WITH OTHER DEPARTMENTS AND CAMPUSES TO PROVIDE GUIDANCE ON THE EFFECTIVE USE OF TECHNOLOGY IN CLASSROOMS. FINALLY, WE WILL PROVIDE YOU WITH A DRAFT OF OUR RECOMMENDED INSTRUCTIONAL GUIDANCE FOR TEACHERS AND ADMINISTRATORS TO CONTINUE CONVERSATIONS THAT ENSURE PURPOSEFUL IMPLEMENTATION OF TECHNOLOGY. 
          IN SHORT, WE WANT YOU TO KNOW THAT INSTRUCTIONAL TECHNOLOGY IMPLEMENTATION IS ANCHORED IN OUR GUIDING PRINCIPLES AS REFERENCED 
          [04:10:01]
ON THE PREVIOUS SLIDE. WE ARE PROUD TO HIGHLIGHT THAT ROUND ROCK ISD IS ONE OF FIVE DISTRICTS IN TEXAS THAT HAS EARNED THE TRUSTED LEARNING ENVIRONMENT SEAL AND WE WILL TALK MORE ABOUT THAT IN A FEW SLIDES. AND WE PROVIDE FULL TRANSPARENCY WITH OUR COMMUNITY REGARDING OUR DIGITAL RESOURCES, WHICH CAN BE FOUND ON OUR WEBSITE. WE WILL HIGHLIGHT THAT AS WELL IN FUTURE SLIDES. WE WOULD LIKE TO START WITH A BRIEF OVERVIEW OF THE TECHNOLOGY APPLICATION TEKS THAT ARE THE REQUIRED STANDARDS OUTLINED FOR SCHOOL DISTRICTS IN TEXAS. THE TA TEKS WERE FIRST ESTABLISHED IN 2012 BY THE STATE BOARD OF EDUCATION AS THE CURRICULUM STANDARDS THAT OUTLINE WHAT STUDENTS SHOULD KNOW AND BE ABLE TO DO IN KINDERGARTEN THROUGH EIGHTH GRADE. MOST RECENTLY, THE STATE BOARD OF EDUCATION APPROVED UPDATED REVISIONS IN 2022 WITH IMPLEMENTATION OF THE NEW STANDARDS BEGINNING IN AUGUST 2024. YOU'LL NOTICE HERE THAT THE STANDARDS OUTLINED ARE FOR KINDERGARTEN THROUGH EIGHTH GRADE. 
          AT THE HIGH SCHOOL LEVEL. YOU WILL SEE THESE CONCEPTS INTEGRATED THROUGHOUT THE CORE CONTENT AREAS AND ELECTIVE COURSES. ADDITIONALLY, THE STATE'S PRE KINDERGARTEN GUIDELINES INCLUDE TECHNOLOGY STANDARDS THAT ARE INTEGRATED INTO THE CURRICULUM. THOSE STANDARDS WERE ALSO UPDATED IN 2022 WITH IMPLEMENTATION BEGINNING IN AUGUST 2024. THE 2022 REVISION HIGHLIGHTS INCLUDE ADJUSTING FROM SIX TO FIVE STRANDS WHERE COMMUNICATION AND COLLABORATION ARE NOW EMBEDDED WITHIN ALL THE STRANDS AND PREVIOUSLY THE STANDARDS WERE ORGANIZED BY GRADE LEVEL BANDS, FOR EXAMPLE K2, 03, 5 AND 6 8. THE UPDATED STANDARDS ARE NOW ORGANIZED BY INDIVIDUAL GRADE LEVEL. 
          IN ORDER TO MEET THE REQUIREMENTS OF BOTH TECHNOLOGY AND CONTENT STANDARDS. WE UNDERSTAND THE IMPORTANCE FOR OUR STUDENTS AND TEACHERS TO HAVE ACCESS TO HIGH QUALITY INSTRUCTIONAL MATERIALS THAT INCLUDE REGULARLY UPDATED CONTENT. 
          TO MEET THIS OBJECTIVE, WE HAVE TWO MAIN CATEGORIES OF DIGITAL DIGITAL RESOURCES THAT SUPPORT TEACHING AND LEARNING IN THE CLASSROOM. THE FIRST CATEGORY IS DIGITAL TEXTBOOKS. 
          THESE ARE THE APPROVED INSTRUCTIONAL MATERIALS BY THE STATE BOARD OF EDUCATION. ON THE LEFT SIDE OF THE SCREEN YOU WILL SEE AN EXAMPLE IMAGE FROM THE DISTRICT WEBSITE WHERE DIGITAL TEXTBOOK INFORMATION CAN BE FOUND WHEN CLICKED. THE RIGHT SIDE OF THE SCREEN SHOWS HOW THE ADOPTED MATERIALS ARE ORGANIZED BY CONTENT AREAS. WE DO WANT TO CALL YOUR ATTENTION TO THE NOTE THAT THESE SPECIFIC PAGES ARE ONLY ACCESSIBLE WHEN LOGGED IN WITH DISTRICT CREDENTIALS. 
          HOWEVER, WE DO HAVE THEM LISTED IN ANOTHER SECTION OF THE WEBSITE AVAILABLE TO OUR COMMUNITY AND WE'LL SHOW AN EXAMPLE OF THAT IN UPCOMING SLIDES. HERE'S AN EXAMPLE OF WHAT STUDENTS AND TEACHERS SEE WHEN THEY CLICK ON MATH ON THE LEFT SIDE OF THE SCREEN. THE IMAGE SHOWS THE MATH COURSES ARE ORGANIZED BY GRADE LEVEL. WHEN STUDENTS IN MIDDLE SCHOOL MATH, ALGEBRA 1 OR ALGEBRA 2 CLICK ON THEIR COURSE, THEY WILL BE TAKEN TO THE PAGE THAT IS SHOWN ON THE RIGHT SIDE OF THE SCREEN. 
          IN THIS EXAMPLE, THE ADOPTED MATERIALS FOR THESE COURSES ARE PROVIDED BY ONE APPROVED TEXTBOOK PUBLISHER. LOGIN DIRECTIONS FOR TEACHERS AND STUDENTS ARE ALSO INCLUDED ON THESE PAGES. 
          ANOTHER EXAMPLE FROM THE WEBSITE IS IN THE AREA OF CAREER AND TECHNICAL EDUCATION. WE PROVIDE A ROBUST OFFERING OF COURSES IN OUR CTE PROGRAMS OF STUDY AND HAVE AN EXPANSIVE SET OF DIGITAL TEXTBOOKS TO SUPPORT LEARNING. HERE'S AN EXAMPLE OF HOW RESOURCES ARE ORGANIZED FOR THIS AREA. THIS SLIDE SHOWS WHERE TWO APPROVED TEXTBOOK PUBLISHERS PROVIDE A NUMBER OF RESOURCES SELECTED BY COURSE. SIMILAR TO THE MATH EXAMPLE, THE TEXTBOOKS ADOPTED WITHIN THE CTE PROGRAM ARE A GREAT EXAMPLE OF HOW HIGH IMPACT DIGITAL RESOURCES PROVIDE STUDENTS WITH CAREER FOCUSED SIMULATIONS AND INTERACTIVE COURSEWORK THAT WOULD NOT BE POSSIBLE USING TRADITIONAL PRINT MATERIALS ALONE. WE HAVE FOCUSED ON THE ALIGNMENT OF RESOURCES REGARDLESS OF WHICH CAMPUS STUDENTS ATTEND. FOR EXAMPLE, AS WE KICK OFF OUR VIRTUAL ACADEMY, WE HAVE WORKED TO ALIGN OPPORTUNITIES THAT MIRROR IN PERSON INSTRUCTION. WHERE POSSIBLE. VIRTUAL ACADEMY STUDENTS HAVE THE OPPORTUNITY TO PARTICIPATE IN THE BUSINESS PROGRAM OF STUDY AND WILL HAVE ACCESS TO THE SAME DIGITAL RESOURCES AS STUDENTS ATTENDING IN PERSON. WE'LL NOW MOVE TO THE SECOND CATEGORY OF INSTRUCTIONAL MATERIALS OUTLINED 
          [04:15:01]
ON THE DISTRICT'S WEBSITE. 
          WE'LL TAKE YOU THROUGH THE NEXT SET OF SLIDES THAT WILL PROVIDE AN OVERVIEW OF OUR PROCESSES TO VET DIGITAL RESOURCES. WE WILL ALSO SHOW YOU AN EXAMPLE PAGE OF WHERE FAMILIES CAN ACCESS THE INFORMATION DIRECTLY FROM OUR WEBSITE. THE WORK TO CREATE A ROBUST VETTING PROCESS FOR THESE RESOURCES FIRST EARNED THE DISTRICT THE TRUSTED LEARNING ENVIRONMENT SEAL IN 2017 FROM THE CONSORTIUM FOR SCHOOL NETWORKING. IT IS A VOLUNTARY AND RIGOROUS PROGRAM THAT ESTABLISHES PRACTICES AND NORMS FOR DISTRICTS TO FOCUS ON STUDENT DATA PRIVACY STANDARDS. 
          WE ARE ONE OF ONLY FIVE DISTRICTS IN TEXAS WITH THIS DISTINCTION AND HAVE EARNED REAUTHORIZATION IN 2019, 2022, AND 2024. OUR APPLICATION FOR THIS YEAR WAS SUBMITTED IN JULY AND WE ARE IN THE PROCESS OF BEING APPROVED. WE ARE ALSO A MEMBER OF THE STUDENT DATA PRIVACY CONSORTIUM AND UTILIZE THE DATA PRIVACY AGREEMENT WITH THE TEXAS ADDENDUM WHEN ENGAGING WITH VENDORS, HERE'S A VISUAL THAT OUTLINES THE STEPS INCLUDED IN OUR REVIEW PROCESS. A NUMBER OF DEPARTMENTS, INCLUDING TEACHING AND LEARNING TECHNOLOGY SERVICES, LEGAL SERVICES, AND PURCHASING, ALL HAVE A ROLE. THIS EXAMPLE SHOWS THE STEPS THAT DISTRICT LEVEL APPLICATION REQUESTS MUST COMPLETE PRIOR TO BEING USED. 
          WE ALSO HAVE A CAMPUS PROCESS THAT MUST BE COMPLETED BEFORE AN APPLICATION IS APPROVED FOR USE IN THE CLASSROOM, REGARDLESS OF WHERE A REQUEST ORIGINATES. 
          THE PROCESS INCLUDES REVIEWING THE VENDOR'S TERMS OF SERVICE, ENSURING COMPLIANCE WITH FEDERAL AND STATE LAWS SUCH AS FERPA AND COPPA, A REVIEW OF CYBERSECURITY READINESS AND INSTRUCTIONAL IMPACT. THIS PARTICULAR SLIDE IS A POINT OF PRIDE FOR US. WE MAINTAIN A CURATED LIST OF THE DIGITAL INSTRUCTIONAL RESOURCES THAT HAVE GONE THROUGH OR ARE GOING THROUGH THE DISTRICT'S APPROVAL PROCESS. THIS LIST IS POSTED ON OUR WEBSITE FOR THE COMMUNITY TO ACCESS. 
          FIRST YOU'LL SEE A FILTER TO VIEW AN APPLICATION'S APPROVAL STATUS. WE HAVE THREE CATEGORIES APPROVED, NOT APPROVED, AND PENDING. ANOTHER FILTER THAT WE ARE CONTINUING TO BUILD OUT IS THE PLATFORM FILTER. IF YOU WERE TO CLICK ON THAT, YOU WOULD ONLY SEE THE APPLE DESIGNATION AT THIS TIME, AS WE ARE FOCUSING OUR EFFORTS ON IDENTIFYING IPAD APPS THAT ALIGN WITH THE FINE ARTS BOND REFRESH PROJECT. YOU WILL ALSO SEE A NOTATION FOR EACH LISTING THAT DESIGNATES IT AS EITHER A DISTRICT APPROVED OR DISTRICT APPROVED AND SUPPORTED RESOURCE. A DISTRICT APPROVED DESIGNATION INDICATES THE APPROVAL FOR DEPARTMENTS OR CAMPUSES TO USE A RESOURCE. HOWEVER, IT IS NOT MANAGED AT THE DISTRICT LEVEL. 
          DEPARTMENTS OR CAMPUSES WHO CHOOSE TO UTILIZE THIS TYPE OF SOFTWARE WORK DIRECTLY WITH THE VENDOR TO SECURE TRAINING, IDENTIFY DATA UPLOAD PROCESSES, AND IDENTIFY THE CAMPUS AND DEPARTMENT PERSONNEL RESPONSIBLE FOR COORDINATING THE IMPLEMENTATION OF THIS RESOURCE. 
          ALTERNATIVELY, THE DISTRICT APPROVED AND SUPPORTED DAS DESIGNATION INDICATES APPROVAL FOR DISTRICT WIDE PROGRAMS. IN THE CASE OF A DAS, MULTIPLE DEPARTMENTS SUPPORT A RESOURCE BY WORKING WITH THE VENDOR TO COMPLETE DATA PROVISIONING PROCESSES WHILE ALSO ENSURING THE PLATFORM WORKS WITHIN THE DISTRICT ENVIRONMENT. IN THIS EXAMPLE, BRITANNICA IMAGEQUEST IS AVAILABLE TO ALL STAFF AND STUDENTS AND IS MANAGED BY LIBRARY SERVICES. CANVA IS ANOTHER EXAMPLE OF A PLATFORM THAT IS AVAILABLE TO ALL STAFF AND STUDENTS AND IS MANAGED BY THE INSTRUCTIONAL TECHNOLOGY TEAM. 
          CERTAPORT IS AN EXAMPLE OF DISTRICT APPROVED DA THAT IS MANAGED BY A DEPARTMENT. WE MENTIONED EARLIER ON SLIDE 6 THAT ACCESS TO DIGITAL TEXTBOOKS REQUIRES STUDENTS AND STAFF TO BE LOGGED IN TO THEIR DISTRICT ACCOUNTS. 
          HOWEVER, WE LIST ALL OF THOSE HERE BY PUBLISHER ON THIS SLIDE. CARNEGIE LEARNING IS AN EXAMPLE OF THAT. YOU WILL ALSO SEE NOTATIONS ON EACH RESOURCE TO SIGNIFY ITS RENEWAL YEAR AS SHARED ON PREVIOUS SLIDES. 
          ROUND ROCK'S TRUSTED LEARNING ENVIRONMENT SEAL INDICATES WE HAVE A ROBUST REVIEW PLAN WHERE APPLICATIONS ARE ON A THREE YEAR RENEWAL CYCLE. 
          ON THIS SLIDE, BRITANNICA IMAGEQUEST IS AN EXAMPLE OF A RESOURCE THAT WILL NEED TO BE REVIEWED THIS YEAR TO REMAIN AS AN APPROVED APPLICATION ON THE LIST. NOW LET'S DIG INTO THE RESEARCH TO SET A FOUNDATION FOR THE RECOMMENDED INSTRUCTIONAL GUIDANCE FOR TEACHERS TO ENSURE PURPOSEFUL USE OF TECHNOLOGY IN CLASSROOMS. KEY INSIGHTS FROM COMMON SENSE MEDIA REMIND US THAT PEDAGOGY COMES FIRST. 
          [04:20:01]
TECHNOLOGY IS A TOOL, NOT THE GOAL. DEVICE ACCESS ALONE DOES NOT INHERENTLY IMPROVE STUDENT ACHIEVEMENT. 
          STRUCTURED EDUCATIONAL SCREEN USE IS FUNDAMENTALLY DIFFERENT FROM RECREATIONAL SCREEN TIME AND THOUGHTFUL, SUSTAINABLE IMPLEMENTATION TAKES TIME AND INTENTIONAL SUPPORT. THE AMERICAN ACADEMY OF PEDIATRICS POINTS TO THE DEPARTMENT OF EDUCATION'S FOCUS ON THE IMPORTANCE OF ACTIVE VERSUS PE PASSIVE USE OF TECHNOLOGY. AN EMPHASIS ON THE QUALITY OF TECHNOLOGY USE ALSO MATTERS. 
          ACTIVE USE INVOLVES CRITICAL THINKING THROUGH ACTIVITIES SUCH AS DESIGN CREATION, COLLABORATION, AND SOLVING PROBLEMS. ACTIVE USE ALSO ALIGNS WITH THE FIVE STRANDS OF THE TECHNOLOGY APPLICATION TEKS SHARED EARLIER. 
          ALTERNATIVELY, PASSIVE USE CAN BE DESCRIBED AS UNSTRUCTURED CONSUMPTION OF DIGITAL CONTENT WITHOUT REFLECTION OR INTERNALIZATION OF LEARNING. 
          FINDING THE RIGHT BALANCE MEANS PAIRING DIGITAL TOOLS WITH HANDS ON LEARNING, FACE TO FACE DISCUSSION, AND NON SCREEN ACTIVITIES THROUGHOUT THE SCHOOL DAY. OUR GOAL IS TO MAXIMIZE ACTIVE SCREEN USE THAT ALIGNS TO THE STATE STANDARDS FOR ALL CONTENT AREAS. BASED ON THIS RESEARCH, WE HAVE ESTABLISHED INSTRUCTIONAL GUIDANCE TO HELP TEACHERS MAKE INTENTIONAL CHOICES ON WHEN AND HOW TO USE DIGITAL TOOLS. 
          ADDITIONALLY, THIS GUIDANCE WILL PROVIDE ADMINISTRATORS A RESOURCE THAT INCLUDES EXAMPLES OF PURPOSEFUL INTEGRATION OF TECHNOLOGY THAT THEY WOULD SEE IN THE CLASSROOM. FIRST, IN ALIGNMENT WITH THE RESEARCH, WE WANT TO EXPAND THE CONVERSATION TO GO BEYOND LOOKING NOT ONLY AT HOW MUCH TECHNOLOGY WE USE, BUT ALSO TO INCORPORATE HOW WELL WE USE IT. THAT IDEA OF HOW WELL FOCUSES ON EVALUATING IMPACT BY ADDRESSING QUESTIONS SUCH IS DEVICE USE IMPROVING LEARNING OR JUST SERVING AS A DIGITAL WORKSHEET OR REPLACEMENT? IS STUDENT ENGAGEMENT MEANINGFUL OR IS IT JUST ENTERTAINING? ARE STUDENTS ACTIVELY CREATING, THINKING, DISCUSSING, AND ANALYZING? ADDITIONALLY, WE WANT TO DETERMINE THE RIGHT TOOL FOR THE RIGHT PURPOSE. AS COMMON SENSE MEDIA REPORTED FROM THE RESEARCH, PEDAGOGY COMES FIRST. 
          TECHNOLOGY IS A TOOL, NOT THE GOAL. THE FOLLOWING FRAMEWORK OUTLINES ACTIVE AND PASSIVE USE OF TECHNOLOGY INTO THREE CATEGORIES TRANSFORMATIVE, SUPPORTIVE, AND RESTRICTIVE. 
          TRANSFORMATIVE TECHNOLOGY USE IS PURPOSEFUL, INTERACTIVE, AND DIRECTLY ALIGNED TO INSTRUCTIONAL GOALS AND OBJECTIVES. SUPPORTIVE TECHNOLOGY USE IS ALSO PURPOSEFUL WITH A FOCUS ON PROVIDING PERSONALIZED LEARNING ON SPECIFIC LEARNING TARGETS FOR STUDENTS. BOTH TRANSFORMATIVE AND SUPPORTIVE TECHNOLOGY USE ARE BALANCED WITH NON SCREEN ACTIVITIES SUCH AS DISCUSSION, MOVEMENT, AND HANDS ON LEARNING. 
          RESTRICTIVE USE, HOWEVER, IS UNSTRUCTURED AND PASSIVE DEVICE USE INTENDED TO REPLACE TEACHER INTERACTION. 
          THIS TYPE OF TECHNOLOGY USE IS NOT ALIGNED TO INSTRUCTIONAL GOALS OR OBJECTIVES. 
          IN PRACTICE, THIS MEANS CLASSROOM ACTIVITIES ARE DESIGNED SO THAT TECHNOLOGY USE IS INTENTIONAL, CONNECTED TO THE LEARNING GOAL, AND ENHANCES STUDENT LEARNING EXPERIENCES RATHER THAN USING TECHNOLOGY FOR THE SAKE OF USING TECHNOLOGY. IN THIS GRAPHIC YOU WILL SEE EXAMPLES OF TRANSFORMATIVE, SUPPORTIVE, AND RESTRICTIVE TECHNOLOGY OUTLINED. THIS SLIDE SHOWS EXAMPLES OF ACTIVITIES FOR EACH TYPE OF TECHNOLOGY USED BY GRADE LEVEL BANDS AND CAN BE USED AS A TOOL IN PROFESSIONAL LEARNING COMMUNITIES TO PLAN FOR INSTRUCTION. THE RESTRICTIVE TECHNOLOGY EXAMPLES WOULD BE TYPES OF ACTIVITIES WE WOULD NOT WANT TO SEE IN CLASSROOM INSTRUCTION. WE WOULD LIKE TO CONCLUDE BY SHARING ABOUT THE CURRENT RESOURCES WE HAVE IN PLACE TO HELP TEACHERS, ADMINISTRATORS AND FAMILIES HAVE INSIGHT TO TECHNOLOGY USE ON DISTRICT DEVICES BY STUDENTS. WE ARE IN OUR THIRD YEAR OF IMPLEMENTATION OF GOGUARDIAN TEACHER. THIS PLATFORM ALLOWS TEACHERS TO HAVE INSIGHT INTO WHAT STUDENTS ARE ACCESSING ON THEIR DEVICES IN REAL TIME. WHEN A STUDENT IS ON CAMPUS DURING SCHOOL HOURS, TEACHERS ARE ABLE TO CREATE CUSTOMIZED BROWSING ENVIRONMENTS AND SET PARAMETERS 
          [04:25:01]
SPECIFIC TO THE SUBJECT BEING TAUGHT TAILOR INSTRUCTION FOR INDIVIDUALS OR GROUPS OF STUDENTS BY CREATING PERSONALIZED LEARNING ENVIRONMENTS WITH ACCESS TO RESOURCES THAT ARE SPECIFIC TO THEIR LEARNING NEEDS AND INCLUDE CO TEACHERS IN CLASSES, EQUIPPING THEM WITH INSTRUCTIONAL TOOLS TO HELP CREATE A MORE SUPPORTIVE LEARNING EXPERIENCE FOR STUDENTS. WHILE THIS TOOL DOES NOT REPLACE BEST PRACTICES OF MONITORING AND HAVING CONVERSATIONS WITH STUDENTS, IT IS A TOOL THAT SUPPORTS MAXIMIZING MAXIMIZING INSTRUCTIONAL MINUTES. THIS IS OUR SECOND YEAR OF IMPLEMENTATION OF GOGUARDIAN ADMIN. WHILE OUR AMAZING TECHNOLOGY SERVICES TEAM MANAGES OUR DISTRICT LEVEL CONTENT FILTERING PLATFORM, GOGUARDIAN ADMIN PROVIDES US WITH AN ADDITIONAL LAYER OF FILTERING THAT ALLOWS MORE GRANULAR CONTROL AT THE CAMPUS LEVEL. ONE NEW FEATURE COMING THIS FALL IS SCREEN TIME REPORTS. OUR TEAM HAS JUST STARTED RESEARCHING THIS TOOL AND WE WILL BE WORKING ON A PLAN TO TRAIN ADMINISTRATORS SOON. 
          FINALLY, THE GOGUARDIAN PARENT APP IS A RESOURCE THAT WE ARE REALLY EXCITED TO CONTINUE TO EXPAND WITH FAMILIES. THE PLATFORM IS DESIGNED TO PROVIDE FAMILIES INSIGHT OVER THEIR STUDENTS ONLINE ACTIVITY WHEN ON A SCHOOL MANAGED DEVICE. IT PROVIDES AN OVERVIEW OF THE APPS, EXTENSIONS, DOCUMENTS AND WEBSITES ACCESSED BY STUDENTS AS WELL AS INCLUDES INTERNET CONTROLS THAT FAMILIES CAN USE OUTSIDE OF SCHOOL HOURS. 
          IN OUR FIRST FULL YEAR OF IMPLEMENTATION WE HAD OVER 3400 FAMILIES USE THE APP AND WE WANT TO CONTINUE TO INCREASE THAT NUMBER. 
          IN FACT, WE WILL HAVE A TEAM AT THIS WEEKEND'S BACK TO SCHOOL CELEBRATION TO HELP PARENTS GET STARTED AND ANSWER ANY QUESTIONS THEY MAY HAVE. 
          SO TO WRAP UP FOR THE EVENING, OUR NEXT STEPS, PROVIDING SCREEN TIME GUIDANCE FOR STAFF THROUGH ITS TRAINING PLC SUPPORT AND SHARING LOOKFORCE WITH CAMPUS ADMINISTRATORS, WHILE ALSO WORKING TO CONTINUE TO EXPAND THE IMPLEMENTATION OF GOGUARDIAN RESOURCES WITH TEACHERS, ADMINISTRATORS AND FAMILIES. I HOPE THIS TIME PROVIDED YOU WITH A DEEPER UNDERSTANDING OF HOW TECHNOLOGY INTEGRATION IS ANCHORED IN OUR GUIDING PRINCIPLES. 
          DIGITAL RESOURCES SUPPORT THE IMPLEMENTATION OF THE REQUIRED TECHNOLOGY APPLICATION, TEKS AND CONTENT STANDARDS, AND HOW OUR COMMUNITY CAN ACCESS A LIST OF THESE RESOURCES ON THE DISTRICT WEBSITE. I APPRECIATE YOUR TIME THIS EVENING AND WOULD BE HAPPY TO ANSWER ANY QUESTIONS YOU HAVE. THANK YOU. 
          THANK YOU SO MUCH. AND I'M GOING TO PAUSE RIGHT HERE FOR QUESTIONS BEFORE WE MOVE ON TO TRUSTEE LANDRUM'S PORTION. OKAY, I DON'T SEE ANYONE IN THE QUEUE. I DO HAVE ONE QUESTION. SLIDES 20 AND 21. THOSE ARE SOME OF THE MOST VALUABLE SLIDES IN THIS PRESENTATION TO ME AS FAR AS HELPING OUR COMMUNITY UNDERSTAND WHAT OUR PHILOSOPHY ON TECHNOLOGY IS AND THEN WHAT'S EXPECTED AT EACH GRADE LEVEL. DOES THIS EXIST ANYWHERE FOR ONLINE? LIKE, DOES IT EXIST ANYWHERE ONLINE THAT WE CAN POINT PARENTS TOO? NOT YET. 
          WE ARE STILL IN DRAFT, SO WE STILL. 
          THIS IS OUR FIRST ATTEMPT TO START THE CONVERSATION. SO WE WANT TO PUT THIS OUT TO START HAVING CONVERSATIONS WITH OUR TEACHERS, ADMINISTRATORS, AND OF COURSE, OUR FAMILIES. 
          AWESOME. YEAH. I THINK THESE TWO SLIDES, I MEAN, AS A PARENT MYSELF, I THINK ARE REALLY VALUABLE AND WOULD HELP OUR COMMUNITY REALLY UNDERSTAND WHERE WE STAND ON COMMUNITY, ON TECHNOLOGY. AND THEN THE ONLY OTHER THING I'LL TALK ABOUT, WE DIDN'T MENTION IREADY IN THIS PRESENTATION, BUT BECAUSE I THINK IT FALLS UNDER APPLICATIONS, YOU KNOW, I THINK AT THIS POINT, MANY OF US HAVE, I'M SURE, DISCUSSED IT WITH YOU SEPARATELY. I KNOW YOU AND I HAVE TALKED ABOUT IT A LOT AND NOT BEING ABLE, WE DON'T WANT TO IGNORE WHAT OUR COMMUNITY IS TELLING US AND THE NUMBER OF COMPLAINTS AND CONCERNS THAT WE'VE HAD SURROUNDING IREADY FROM STUDENTS, PARENTS AND STAFF. YOU KNOW, I WANT TO. I WANT TO MAKE SURE THAT WE'RE ADDRESSING THOSE. 
          AND I KNOW DR. AZAIEZ AND I HAVE TALKED, YOU KNOW, BECAUSE IT PLAYS INTO THE AMOUNT OF SCREEN TIME THAT OUR STUDENTS ARE USING, BUT ALSO UNDERSTANDING THAT WE NEED AN ASSESSMENT TOOL. AND SO DR. AZAIEZ AND I HAVE TALKED ABOUT HOW WE CAN'T. WE ALSO CAN'T IGNORE OUR ACCOUNTABILITY RATINGS AND THE TREMENDOUS PROGRESS THAT WE'VE MADE THERE, BUT POTENTIALLY DOING A CORRELATION STUDY TO SEE HOW I READY CORRELATES TO THE INCREASE IN THOSE SCORES AND WHETHER OR NOT, WHETHER OR NOT THAT'S SOMETHING WE NEED TO CONTINUE WITH OR LOOK AT SOMETHING DIFFERENT BECAUSE THERE ISN'T A CORRELATION THERE. 
          ABSOLUTELY. 
          YEAH. 
          THANK YOU FOR BRINGING THAT UP. YEAH, WE ARE, WE TALKED ABOUT THAT AND WE'LL BE CONDUCTING, I GUESS A CORRELATION STUDY AND PRESENT THAT TO THE BOARD, WHETHER THROUGH A BOARD UPDATE OR MAYBE DURING A REGULAR BOARD MEETING. 
          I CAN ALSO SAY THAT WE ALREADY MADE SOME ADJUSTMENT. I DON'T KNOW IF YOU KNOW, FOR EXAMPLE, ONE OF THE CONCERN, SOME OF THE CONCERNS WERE AROUND THE TECH STUDENTS AND KIDS WHO ARE TAKING ADVANCED MATH AND MAYBE FINISHING UP THEIR PATHWAYS. 
          [04:30:01]
WHEN IT COMES TO I READY, IT WAS LIKE WHAT THEY'RE GOING TO DO NEXT OR MAYBE WAS SO EASY, SO BORING FOR THEM. SO FOR EXAMPLE, WE INVESTED IN IXL MATH FOR OUR, I KNOW, FOR MIDDLE SCHOOL AS WELL AS THE HIGH SCHOOL. SO WE MADE SOME TWEAKS TO HOW I GUESS OUR STUDENTS ARE USING I READY. 
          OBVIOUSLY WE'RE STILL LISTENING AND WE'RE STILL IN ASSESSMENT AND I THINK THE CORRELATION STUDY WILL HELP US REALLY DETERMINE ALSO NEXT STEPS. SO WE'LL BE MORE THAN HAPPY TO CONDUCT THAT, BUT ALSO SHARE THAT WITH THE BOARD WHENEVER WE'RE DONE WITH IT. 
          THANK YOU, TRUSTEE WEI. 
          SO I AGREE THAT SLIDE NUMBER 21 IS ONE OF THE BEST SLIDES IN THAT DARK BLUE BOX ON THE LEFT BOTTOM CORNER THAT SAYS TIA DAILY RECOMMENDATION FOR PRE K SCREEN TIME. I JUST CURIOUS BECAUSE THEY ONLY MENTIONED FOR PRE K, DO THEY HAVE ANY RECOMMENDATION FOR OTHER GRADES? THEY DO NOT. IT IS ONLY WRITTEN IN THE PRE K GUIDELINES. 
          OKAY. 
          ALL RIGHT. I WAS CURIOUS. THANK YOU. YEAH. 
          I JUST WANT TO ADD ANOTHER THING ALSO AS WE ARE HAVING CONVERSATION WITH OUR DIFFERENT OBVIOUSLY STAKEHOLDERS, INCLUDING PARENTS AND TEACHERS AND STAFF IS ALSO, I THINK IT'S IMPORTANT ALSO TO. 
          TO FOR US TO KIND OF EXPLAIN THAT THE USER TECHNOLOGY, WE WANT IT TO BE KIND OF LIKE WHERE WE TALKED ABOUT IT, PURPOSEFUL. RIGHT. 
          LIKE IT'S SUPPOSED TO BE INSTRUCTIONAL. RIGHT. SO A LOT OF SCHOOL DISTRICT WHO ARE LOOKING INTO LIKE MINIMIZING SCREEN TIME IS REALLY MINIMIZING THE NON INSTRUCTIONAL LIKE I GUESS TIME SCREEN TIME, WHICH IS. I THINK IT MAKES TOTAL SENSE. RIGHT. BECAUSE WE WANT TO OBVIOUSLY WHENEVER OUR STUDENTS ARE USING TECHNOLOGY, WE WANT TO MAKE SURE THAT THERE'S THE BENEFIT AND INSTRUCTIONAL BENEFIT, I GUESS TO THE USE OF THAT DEVICE. I GUESS. TRUSTEE CUERO. 
          MY QUESTION IS REGARDING SCHOOL SCREEN TIME. 
          I'M SORRY, THE AMOUNT OF TIME YOU TALKED ABOUT SCREEN TIME REPORTS THAT YOU'RE GOING TO START LOOKING AT ARE THERE GOING TO BE TRIGGERS TO NOTIFY TEACHERS IF A PARTICULAR STUDENT IS EXCEEDING THE TA RECOMMENDED BASELINE? THANK YOU FOR THE QUESTION. 
          I WOULD SAY WE DON'T KNOW YET WHAT IT'S GOING TO LOOK LIKE. 
          THE VENDOR JUST RELEASED IT THIS FALL SO WE HAVEN'T GOTTEN A CHANCE TO DIVE IN TO SEE LIKE WHAT WILL TRIGGER AN INCIDENT OR A REPORT AT THIS TIME. 
          BUT WE CAN PROVIDE YOU WITH AN UPDATE. 
          TRUSTEE LANDRUM SO ONE OF MY QUESTIONS IS ALSO ABOUT IREADY. CONSISTENT FEEDBACK FROM COMMUNITY MEMBERS OF HOW MUCH THEY, THEY AND THEIR CHILDREN DISLIKE IT AND EVEN GOT SOME FEEDBACK THAT ONE OF MY, NOT NECESSARILY MY FRIEND, BUT SOMEBODY REACHED OUT TO ME AND THEIR DAUGHTER IN I THINK THIRD GRADE IS DOING 75 MINUTES A DAY OF SCHEDULED IREADY AND IT'S LIKE 35 MINUTES LIKE SHE SHOWED ME A PICTURE OF THEIR BULLETIN BOARD OR THE DRY ERASE BOARD AND IT HAD THE SCHEDULED FOR THE DAY AND IT WAS LIKE 35 MINUTES IN THE MORNING FOR ELA IREADY AND 50 MINUTES IN THE AFTERNOON FOR HOWEVER MANY OF MATH IREADY. AND THAT DOESN'T INCLUDE ANY OTHER TECHNOLOGY TIME THAT THEY HAVE DURING THE DAY. AND IT'S WHY I GUESS WE'LL GET TO THE NEXT PART, WHICH I'M NOT SURE EXACTLY WHAT THE NEXT PART. IF I'M LEADING IT, I'M READY TO TALK ABOUT IT. 
          BUT IT'S JUST A LOT OF TIME ON SCREENS AND ESPECIALLY WITH IREADY IT'S SO INDIVIDUALLY PACED AND I THINK IT'S BEEN CHALLENGING FOR OUR FAMILIES AND OUR STUDENTS. AND SO I GUESS I'M LOOKING FORWARD. I DIDN'T KNOW THERE WAS A CAUSATIONAL STUDY GOING TO BE LOOKING OR HAPPENING, BUT IREADY IS A BIG CONCERN WITH A LOT OF FAMILIES IN OUR DISTRICT RIGHT NOW. 
          WELL, AND I THINK ONE OF THE OTHER THINGS WE HAD TALKED ABOUT TOO BECAUSE WE KNOW THAT SOME CAMPUSES, NOT ALL CAMPUSES ARE IMPLEMENTING IT THE SAME WAY BASED ON THE FEEDBACK THAT WE'VE RECEIVED. AND SO WE TALKED ABOUT BEST PRACTICES AS WELL. 
          IF WE DECIDE THAT IREADY IS THE TOOL TO MOVE FORWARD WITH WHAT ARE SOME BEST PRACTICES HAPPENING ON CAMPUSES? I MEAN MY CHILDREN, MY KIDS CAMPUSES ARE DOING WELL WITH THE INCENTIVE BASED SYSTEM AND EVERYTHING AROUND IREADY WHEREAS WE'VE GOTTEN FEEDBACK FROM OTHER CAMPUSES THAT, THAT IT'S MORE ABOUT IT'S PUNITIVE VERSUS INCENTIVE BASED. AND SO JUST TALKING THROUGH THOSE BEST PRACTICES AND TEACHING INTO THAT AS WELL, THAT'S SOMETHING ELSE THAT WE'VE DISCUSSED. 
          YEAH, ABSOLUTELY. 
          [04:35:02]
I'M SORRY, I WAS JUST GOING TO ASK COULD THERE BE A POSSIBILITY WHERE THERE'S A DISCONNECT BETWEEN CAMPUSES AND TEACHERS OF WHAT HOW MUCH TIME THEY'RE SUPPOSED TO BE DOING THIS USING I READY SO I CAN. 
          TO ANSWER YOUR QUESTION, I GUESS, AND ALSO YOUR QUESTION. 
          RIGHT. SO DR. GONZALEZ, I KNOW SHE WILL. SHE EXPANDED A BIT BECAUSE THERE IS. THERE IS A MINIMUM, I GUESS, OR RECOMMENDATION AND IT'S NOT REALLY COMMON FROM US. IT'S BASED ON SOME RESEARCH THAT WAS DONE. 
          OBVIOUSLY, IN ORDER TO SEE SOME PROGRESS OR GROWTH, YOU HAVE TO DO A CERTAIN NUMBER OF LESSONS, I GUESS, PER WEEK. 
          BUT TO ALSO YOUR POINT, WHAT WE'RE REALIZING IS SOME CAMPUSES ARE DECIDING BASED ON, I GUESS, THEIR CONVERSATION, ALSO LOOKING AT THEIR STUDENTS AND THAT THEY MAY NEED TO DO SOMETHING DIFFERENT THAN OUR RECOMMENDATION. WE ALSO REALIZE THERE ARE SOME BEST PRACTICES WHEN IT COMES TO HOW TO CREATE INCENTIVIZED THE STUDENTS REALLY TO KIND OF ENGAGE AND COMPLETE THEIR WORK WHEN IT COMES TO ALREADY. BUT ALSO WE REALIZE THERE ARE SOME MAY NOT BE NECESSARILY DOING THE SAME METHOD. SO WE'VE SEEN THIS KIND OF DISCREPANCY, IF YOU WILL, IN THE SYSTEM. RIGHT. AGAIN, WE ARE A LARGE DISTRICT, BUT ALSO WE ALSO PROVIDE A LOT OF AUTONOMY TO OUR PRINCIPALS. RIGHT. WE DON'T DICTATE EVERY LITTLE THING THEY SHOULD BE DOING IN THEIR CAMPUS, EVERY DAY IN THEIR CAMPUS. SO THERE, OBVIOUSLY, THE IDEA IS FOR US TO COME BACK TOGETHER AND THEN FIGURING OUT HOW WE CAN MOVE FORWARD. 
          RIGHT. AND CREATE A BETTER SYSTEMS. SO I'M GONNA LET DR. 
          GONZALEZ TALK ABOUT A LITTLE BIT MORE DETAIL. 
          BUT I ALSO, I CAN TELL YOU, I HAD ALSO MEETING WITH PARENTS AND ACTUALLY WE HAD MEETINGS WITH PARENTS WHERE SOME WERE COMPLAINING ABOUT ALREADY AND THEN SOME WERE LIKE, NO, NO, NO, NO, DON'T TALK. DON'T SPEAK FOR ME. DON'T SPEAK FOR MY KID. MY KID'S ACTUALLY ENJOYING. LEARNED FROM IT. I'VE SEEN A GROWTH. 
          SO WE'VE SEEN. I DON'T WANT TO ALSO IGNORE THE FACT THAT THERE ARE SOME STUDENTS WHO ACTUALLY SEEING THE GROWTH, SEEING THE BENEFIT, AND THEIR PARENTS ARE OKAY WITH THEM DOING IT BECAUSE THEY ACTUALLY SIT DOWN, SOME OF THEM EVEN SIT DOWN AT NIGHT OR EVENING WITH THEM AND ACTUALLY WORK WITH THEM THROUGH THOSE MODULES, SOME OF THOSE MODULES. SO I JUST WANT US TO LIKE, TAKE ALL THIS INFORMATION, ASSESS IT, DO THE STUDY, AND THEN COME BACK TOGETHER. 
          SO MAYBE WE CAN SEE WHAT IS THE PATH MOVING FORWARD, I GUESS. 
          BUT DR. GONZALEZ, ABSOLUTELY. 
          THANK YOU. 
          AND SO IT'S IMPORTANT TO POINT OUT THAT IREADY IS WHAT'S CALLED A PERSONALIZED PATHWAY, A PERSONALIZED PLATFORM OF INSTRUCTION. RIGHT. SO STUDENTS TAKE THAT AND THEN IT LEVELS THEM AND GIVES THEM THINGS AT THEIR LEVEL AND THEN TO HELP THEM REACH WHAT WE CALL STRETCH GROWTH. 
          AND THAT FALLS INTO AS AUTUMN DR. POWELL WAS PRESENTING ARE SUPPORTIVE. 
          THAT MIDDLE BUBBLE THERE WHICH IS STILL ACTIVE. 
          RIGHT. 
          BUT IT'S A SUPPORTIVE PIECE BECAUSE I THINK ONE OF THE THINGS THAT DR. POWELL TALKED ABOUT WAS NOT A REPLACEMENT OF THE TEACHER. AND SO OUR MTSS TEAM LED BY LINDSEY GONZALEZ HAS BEEN DOING A LOT OF GREAT WORK IN TRAINING OUR TEACHERS ON WHAT DOES IT LOOK LIKE TO DO A COMBINATION DURING WHAT WE CALL OUR INTERVENTION TIME OF TEACHERS TEACHER LED LESSONS AND ALSO PERSONALIZED PATHWAY BECAUSE THERE HAS TO. YOU HAVE TO STRIKE A BALANCE. RIGHT. 
          AND NOTHING'S GOING TO REPLACE OUR TEACHERS. OUR TEACHERS ARE WONDERFUL. YOU GOT TO SEE SO MANY OF THEM EARLIER TODAY AND THEY'RE. THEY HELP DRIVE THAT STUDENT GROWTH. AS WE LOOKED AT THE RESEARCH COMING FROM IREADY IN RECOMMENDATIONS ON ATTAINING THE DESIRED STRETCH GOAL FOR EACH OF OUR STUDENTS. THE RECOMMENDATION IS TO LESSONS A WEEK. AND SO YOU HEARD IN I BELIEVE THE STRATEGIC PLANNING PRESENTATION EARLIER, DR. GERARD TALK ABOUT HOW WE'RE INFORMING AND KEEPING OUR PARENTS INFORMED OF WHERE THEIR STUDENTS ARE AND HOW THEY'RE PROGRESSING. AND USUALLY IT WAS ON THAT METRIC OF TWO LESSONS A WEEK. AND SO NOT 75 MINUTES A DAY OR WHAT HAVE YOU BUT TWO LESSONS A WEEK WAS THE GUIDANCE WE WERE GIVEN. 
          NOW I'M ALSO NOT LIKE DR. AZAIEZ SAID, WE ARE A LARGE DISTRICT AND SOMETIMES THERE ARE VARIATIONS AT DIFFERENT CAMPUSES. AND AS WE CONTINUE TO WORK WITH OUR CAMPUS ADMINISTRATORS, LOOK AT OUR OVERALL IMPACT DATA OF USING A PERSONALIZED SYSTEM ALONG WITH TEACHER GUIDED LESSONS. 
          WE'LL CONTINUE TO SUPPORT OUR PRINCIPALS AND OUR CAMPUS LEADERS WITH IMPLEMENTATION AT THEIR CAMPUSES. AND SO THAT WAS THE RECOMMENDATION AND THAT'S WHERE I WANTED TO POINT OUT KIND OF WHERE I READY LIVES IN THE SYSTEM OF ACTIVE VERSUS PASSIVE USE. 
          IT'S IN THAT SUPPORTIVE BECAUSE IT'S NOT GOING TO REPLACE A TEACHER BUT IT DOES HELP GIVE SOME PERSONALIZED INSTRUCTION BASED ON EACH STUDENT'S LEVEL FROM THEIR DIAGNOSTIC. 
          [04:40:01]
THANK YOU. SO NOW WE'RE GOING TO MOVE ON TO TRUSTEE LANDRUM'S PART. TRUSTEE LANDRUM, I JUST WANTED TO SEE IF YOU COULD EXPLAIN. 
          EXPLAIN. JUST EXPLAIN YOUR AGENDA REQUEST BECAUSE I THINK WHAT YOU'RE ASKING FOR IS DOES THE BOARD WANT TO DISCUSS A SCREEN TIME POLICY IF THERE'S CONSENSUS FOR THAT AND THEN POTENTIALLY PUTTING THAT ON A FUTURE AGENDA TO HAVE A MORE ROBUST DISCUSSION. BUT YOU CAN LET ME KNOW IF I'M WRONG IN MY INTERPRETATION OF THAT. 
          SO I'LL, I'LL READ TO THE EMAIL THAT I SENT IN. 
          MY ORIGINAL REQUEST FOR THIS WAS I HAD RECENTLY READ AN ARTICLE ABOUT RICHARDSON ISD AND A POLICY THAT THEY HAD PASSED AND SCREEN LIMITS IN THEIR CLASSROOM. AND THEY SPECIFICALLY ADDRESSED ACTIVE TIME VERSUS PASSIVE TIME AND THAT IT BROKE IT DOWN BY ELEMENTARY, MIDDLE AND HIGH AND HOW MUCH TIME STUDENTS WERE ACTUALLY SPENDING IN FRONT OF IT. AND SO I SAID THAT I WANTED TO SEE IF I HAD CONSENSUS FROM THE BOARD TO DISCUSS A POLICY. BUT BEFORE THAT I FELT LIKE THERE WERE SOME DATA POINTS THAT WE AS A BOARD NEEDED TO CONSIDER. AND SOME OF THIS IT SOUNDS LIKE, IS AVAILABLE THROUGH THE GOGUARDIAN SYSTEM THAT WE'RE USING. BUT WE NEEDED TO UNDERSTAND THE ACTUAL USAGE PATTERN BY GRADE AND BY TIME OF YEAR, MONITORING TRENDS OVER TIME, NOT RELYING ON ONE TIME SNAPSHOTS AND USING TOOLS LIKE FILTERING AND CLASSROOM MANAGEMENT TO ENSURE TIME ON DEVICES FOCUSED, APPROPRIATE AND FREE FROM DISTRACTION OR HARMFUL CONTENT. 
          IF YOU GO IN MORE INTO LOOKING AT WHAT RICHARDSON ISD DID, THEIR DISTRICT HAS LIMITED THE AMOUNT OF PASSIVE SCREEN TIME ON 1ST THROUGH 4TH GRADE TO NO MORE THAN 20 MINUTES PER DAY. 5TH THROUGH 6TH WERE 30 MINUTES OF SCREEN TIME PER DAY AND 7 THROUGH 12TH WERE NO MORE THAN 20 MINUTES OF PASSIVE SCREEN TIME PER CLASS PERIOD. THEY'VE ALSO THE REQUIRED MINUTES IN APPS HAVE BEEN ELIMINATED FOR STUDENTS IN THIS POLICY SO THAT THEY DON'T HAVE, WELL, YOU HAVE TO HIT 100 MINUTES A WEEK IN A CERTAIN APP OR WHATNOT. 
          AND THEY'VE GOTTEN AWAY WITH PROGRAMS LIKE FREE TIME ON AN IPAD ON FRIDAYS. THOSE KIND OF INCENTIVES WILL BE TAKEN AWAY AND REPLACED WITH MORE, YOU KNOW, HANDS ON TOOLS, REAL BOOKS, PAPER AND PENCIL. THEN THEIR POLICY TALKS ABOUT MORE PEN AND PAPER ASSIGNMENTS WILL BE OFFERED IN A PLACE OF DIGITAL ASSIGNMENTS. AND SO I JUST, I KNOW THAT WE PIVOTED VERY QUICKLY IN 2020 TO AN ALL DIGITAL SCHOOL. WE WERE FORCED BY IT. WE HAD SO MANY PEOPLE THAT WERE LEARNING VIRTUALLY AND I JUST WONDER IF WE WERE THOUGHTFUL IN HOW WE'VE IMPLEMENTED IT SINCE THEN AFTER WE JUST IMMEDIATELY WENT ONE TO ONE. 
          DEVICES. HERE'S YOUR DEVICE. I CAN'T TELL YOU HOW MANY TIMES MY KIDDO'S COME HOME. I'VE OPENED HIS LAPTOP AND HE'S GOT A FOOTBALL GAME THAT HE'S PLAYING, YOU KNOW, THAT'S OPEN ON HIS LAPTOP. AND I JUST DON'T THINK THAT THAT IS NECESSARILY THE BEST USE OF ACADEMIC TIME DURING THE DAY. AND SO THAT'S WHAT SPARKED THIS AGENDA REQUEST TO SEE WHAT MY OTHER FELLOW TRUSTEES SAY ABOUT IT. I KNOW IT PROBABLY GIVES MS. HILL A LITTLE HEARTBURN THINKING ABOUT A UNIQUE POLICY, BUT LEADERSHIP STARTS AT THE TOP. AND I THINK THAT IF WE AS A BOARD WANT TO HAVE MORE FOCUSED INTENTION OF OUR TECHNOLOGY TIME, I'M NOT SOMEONE WHO SAYS NO TECHNOLOGY. 
          I MEAN I KNOW WHERE THE WORLD IS GOING GOING. BUT I ALSO HAVE A KIDDO THAT WORKS IN AI AND A KIDDO THAT'S A NURSE, ONE THAT USES TECHNOLOGY 12 HOURS A DAY AND ONE THAT DOESN'T USE TECHNOLOGY AT ALL. AND SO THERE HAS TO BE A BALANCE AND MEDIUM FOR OUR STUDENTS AS WE MOVE FORWARD. 
          TRUSTEES DO HAVE ANY QUESTIONS? TRUSTEE ROSS? I THINK IT'S MORE OF JUST A COMMENT AS PROBABLY ONE OF THE FEW PEOPLE IN THIS ROOM THAT HAS BEEN IN AN ACTUAL CLASSROOM FROM TEACHING TO STUDENTS WITHIN THE LAST YEAR. 
          IT IS A VERY DIFFERENT JOB. 
          AND BECAUSE OF FINANCES, I THINK DISTRICTS HAVE MOVED TO SAVE MONEY AS MUCH AS POSSIBLE. 
          AND THEN THAT MEANS WE LOOK AT TECHNOLOGY AS A SOLUTION TO SAVE PRINTING COSTS, TO SAVE THINGS. THEN YOU HAVE TO LOOK AT STATE MANDATED TESTING AND DIFFERENT THINGS THERE THAT YOU DON'T WANT A KID PICKING UP A COMPUTER FOR THE FIRST TIME AT THE STAAR TEST. SO THERE'S JUST SO MANY THINGS THAT WE HAVE TO. IT JUST MAKES ME MORE NERVOUS COMING IN FROM A BOARD POINT OF VIEW TO LIKE MANDATE THINGS THAT ARE SO INDIVIDUALIZED IN THE CLASSROOM. AND GOGUARDIAN'S AWESOME. AS A TEACHER, I ABSOLUTELY LOVED IT. 
          I FOUND A KID WATCHING THE EXERCISE NARCISSIST 
          [04:45:02]
IN THE MIDDLE OF MY CLASS. 
          YEAH. BECAUSE THEY FIGURED OUT A WAY TO GO AROUND IT AND WHATEVER, YOU KNOW. BUT YOU KNOW, I JUST, I. IT JUST MAKES ME NERVOUS AND I DON'T KNOW WHAT DATA WE NEED TO KNOW BEFORE WE WOULD EVEN HAVE THAT CONVERSATION BECAUSE THERE WOULD BE US COMING WITH A LOT OF ASSUMPTIONS, JUST LIKE I THINK PARENTS ARE COMING WITH A LOT OF ASSUMPTIONS AS WELL. BUT I WOULD BE UPSET TOO IF I SAW 75 MINUTES OF I READY. 
          SO TRUSTEE WEI. 
          I THINK I AGREE WITH TRUSTEE ROSS. THAT'S ANOTHER REASON I ASKED EARLIER THE TA RECOMMENDATION. WE DON'T HAVE ANY RECOMMENDATION FROM TA. I DON'T THINK IT'S A TIME THAT WE JUST START WORKING ON A POLICY RIGHT NOW. 
          PROBABLY WE CAN GATHER SOME DATA LIKE WHAT WE HAD RIGHT HERE, LIKE FALL 2026. WE HAD A LITTLE BIT BASELINE THEN BASED ON THAT WE CAN LOOK AT DIFFERENT SCENARIOS. SAY MAYBE, I DON'T KNOW, 50% KIDS LEFT ALREADY, THE OTHER HALF MAY NOT KIND OF THING LIKE. SO I GUESS NOW IT'S A LITTLE BIT EARLIER TO COME UP WITH SOME POLICIES. IT'S JUST WE DON'T HAVE A BASELINE, WE DON'T HAVE NUMBERS. HOW COME WE CAN MAKE UP POLICIES? THAT'S MY POINT. THANK YOU, TRUSTEE CUERO. 
          YEAH, I'M WILLING TO HAVE THE CONVERSATION. 
          DISCUSSION ONLY AFTER WE HAVE, AS EVERYONE MENTIONED, ENOUGH INFORMATION, ENOUGH DATA FOR US TO, YOU KNOW, EVEN START TALKING ABOUT IT. BECAUSE ONE CAMPUS, I MEAN, ONE KID, ONE CAMPUS, YOU KNOW, AS DR. AZAIEZ MENTIONED, LOVED IT. OTHERS MAY NOT. SO BEFORE WE MAKE THAT IMPACT ACROSS THE BOARD, WE HAVE TO MAKE SURE THAT WE'RE NOT IMPACTING OR MAKING IT MORE DIFFICULT FOR SOME OF THE OTHER STUDENTS. 
          AND JUST TO CLARIFY, I DIDN'T WANT TO GO INTO POLICY DISCUSSION RIGHT AWAY. I WANTED TO SEE IF WE HAD INTEREST IN EXAMINING THE AMOUNT OF TIME THAT OUR KIDS ARE ACTUALLY SPENDING ON TECHNOLOGY. AND IF IT SEEMS OUT OF WHACK OR IF IT, YOU KNOW, ENTIRE CLASS PERIODS ARE BEING SPENT ON TECHNOLOGY, THEN TAKE A LOOK AT IT. 
          BECAUSE WE MAY OR MAY NOT NEED A POLICY. I DON'T KNOW, I'M JUST GOING ON FEEDBACK. I HAVE A KIDDO IN OUR SCHOOLS THAT USES A LOT OF TECHNOLOGY AND HIS HANDWRITING SUCKS BECAUSE OF IT. BUT YOU KNOW, BUT I DON'T KNOW EVERYBODY'S EXPERIENCE ACROSS THE DISTRICT AND HOW MUCH IT'S VALUABLE SCREEN TIME AND HOW MUCH IS. 
          IT'S JUST A WAY TO KEEP THEM BUSY SCREEN TIME. 
          AND MAYBE THAT DOESN'T HAPPEN. 
          BUT I THINK THAT WE WOULD NEED A LOT MORE INFORMATION BEFORE WE WENT INTO A POLICY DISCUSSION. 
          TRUSTEE WEIR, I GUESS I WAS JUST CURIOUS IF WE CAN FIND OUT FROM RICHARDSON, YOU KNOW, WHAT INFORMATION DID THEY USE, DID THEIR ADMINISTRATION PROPOSE THAT AND WHY DID THEIR ADMINISTRATION PROPOSE IT AND WHAT DID THEIR ADMINISTRATION PRESENT TO THEIR TRUSTEES TO GET TO THAT POLICY? I MEAN, I THINK IF WE CAN. I AGREE, LIKE IF WE HAD A BASELINE, SOMEPLACE TO START, RICHARDSON MIGHT BE OUR PLACE TO START. 
          DEFINITELY. AND AS I SAID, WE'D BE MORE THAN HAPPY. I MEAN, WE DEFINITELY WANT TO, I MEAN WITH ANYTHING YOU DO, LIKE YOU WANT TO SEE A BENEFIT TO THE STUDENTS, YOU KNOW, WANT TO WASTE THEIR TIME, CERTAINLY YOU DON'T WANT TO, YOU KNOW, GET THEM LIKE, YOU KNOW, GETTING DISTRACTED WITH TECHNOLOGY IF IT'S NOT GOING TO ADD ANYTHING TO THEIR LEARNING. BUT I THINK WE CAN DEFINITELY GET MORE INFORMATION FROM REGISTERED ISD. BUT I CAN TELL YOU BECAUSE I READ THAT POLICY THAT THEY HAD AND IT'S REALLY FOCUSING MORE ON NON INSTRUCTIONAL STUFF. 
          IT'S MORE LIKE YOU JUST READ EARLIER THE PASSIVE LIKE REWARDS AND, AND THINGS LIKE THAT FOR KIDS, LIKE DOING OTHER STUFF. 
          BUT THE INSTRUCTION, THEY KEPT IT VERY MUCH OPEN. 
          AGAIN, IF I REMEMBER CORRECTLY, THE POLICY, BECAUSE IT'S BEEN A WHILE SINCE I READ IT. BUT WE DEFINITELY CAN GET THE INFORMATION FROM THEM AND ALSO GET SOME MORE DATA POINTS AND BRING IT BACK TO THE BOARD IN A FUTURE BOARD MEETING SO WE CAN DECIDE WHEN WE BRING IT BACK. 
          AND THEN WE, I MEAN WE DEFINITELY AGAIN, ALL FOR NOT MAKING SURE AGAIN, WHATEVER WE DO IS ACTUALLY ADDING VALUE TO THE KIDS AND NOT WASTING THEIR TIMES AND JUST BUSY WORK, I GUESS. 
          TRUSTEE ZARATE. 
          YEAH, TRUSTEE WEIR KIND OF STOLE MY THUNDER ON THAT ONE. I WAS WONDERING IF WE COULD FIND OTHER DISTRICTS THAT HAVE DONE THIS. 
          BUT THEN I WAS THINKING ABOUT THE GATHERING OF THE DATA ON THIS AND TO ME IT JUST SMELLS LIKE MORE TEACHER LABOR. WHO'S GOING TO COLLECT THE DATA? YOU KNOW, THE COMPUTER'S GOING TO COLLECT IT. I MEAN, WHAT IF THAT'S KIND OF LIKE AREN'T WE BITING OFF OUR NOSE TO SPITE OUR FACE HERE? I JUST DON'T WANT IT TO FALL ON TEACHERS. THEY'VE GOT TOO MUCH GOING ON ALREADY AND YEAH, 
          [04:50:01]
THEY HAVE TO. 
          THE KIDS NEED TO DO THIS EVERY NOW AND AGAIN FOR THEIR, WELL, A LOT FOR THEIR ASSESSMENTS. BUT IF IT MEANS THAT THE TEACHERS ARE GOING TO HAVE TO DO MORE WORK, I'M NOT FOR ANY OF THIS. 
          TRUSTEE ROSS, AS WE COLLECT DATA, IF WE HAVE CONSENSUS FOR THAT, COULD WE INCLUDE TEACHERS AS WELL? BECAUSE LIKE, YOU KNOW, I KNOW PLENTY OF HIGH SCHOOL TEACHERS THAT TRY TO USE WRITTEN TESTS AND THEN ARE TOLD THAT THEY CAN'T DO WRITTEN TESTS OR THEY, YOU KNOW, I MEAN, AND I THINK THAT WE JUST KIND OF, I MEAN, I KNOW PLENTY OF PARENTS THAT HAVE TRIED TO GET IEP ACCOMMODATIONS TO HAVE WRITTEN TESTS AND WERE TOLD THAT THEY COULDN'T DO WRITTEN TESTS. SO I THINK THERE'S JUST A LOT OF. IT'S A LOT OF INFORMATION. SO. 
          YEAH, BUT YOU LIKE TO. TRUSTEE ROSS, YOU MENTIONED EARLIER, I MEAN THAT'S REALLY ALSO TEA. 
          RIGHT. BECAUSE THEY'RE FORCING EVERYBODY INTO LIKE THE. 
          EVERYTHING IS ONLINE EVEN FOR OUR STUDENTS WHO NEED THOSE MODIFICATIONS. I MEAN, YES, EVERYTHING IS ONLINE. SO. SO DEFINITELY, I MEAN WE CAN DEFINITELY BRING THE DATA BACK AND THEN WE CAN HAVE A SERIOUS CONVERSATION ABOUT IT. ALSO, I WANT TO REMIND EVERYBODY AND CORRECT ME IF I'M WRONG FOR OUR. I KNOW WE HAVE ONE ON ONE DEVICES, BUT WE DON'T HAVE IT FOR EVERY GRADE LEVEL. RIGHT. 
          FOR THE LOWER GRADE LEVELS WE HAVE. WE HAVE THOSE CARDS. 
          RIGHT. IS THAT, IS THAT SECOND GRADE? WE DO. 
          THEY DO HAVE ONE TO ONE DEVICES, BUT THEY ARE CARDED DEVICES SO THEY DON'T TAKE IT HOME. 
          LIKE YOU KNOW, SO WE HAVE, WE DO THINGS A LITTLE BIT DIFFERENTLY FOR OUR LOWER GRADES, I GUESS. 
          BUT THAT'S PROBABLY WOULD EVEN HAVE MORE FLEXIBILITY WITH LOWER GRADES, OBVIOUSLY. 
          RIGHT. THEY DON'T TAKE A START TEST UNTIL THEY ARE IN THIRD GRADE OR THEY DON'T TAKE ANY TESTS REALLY IN THE THIRD GRADE AS FAR AS STATE STANDARDIZED TESTING, I GUESS. RIGHT. 
          OKAY. I DON'T HAVE ANYONE ELSE IN THE QUEUE. SO WHAT I'M HEARING IS THERE'S CONSENSUS TO HAVE THE INFORMATION ONCE WE HAVE THE CORRECT DATA IN PLACE. I WILL SAY, I THINK THAT SINCE COVID IT'S BEEN FAST AND FURIOUS, RIGHT. 
          TO SWITCH OVER TO SCREENS. AND THEN WITH FUNDING ISSUES AND EVERYTHING, LIKE WE MENTIONED, IT'S BEEN EASY TO REALLY STAY ON SCREENS. AND WE'VE TAKEN THE FIRST STEPS HERE AGAIN IN THESE SLIDES 20 AND 21 TO START TO BUILD A FRAMEWORK AROUND OUR PHILOSOPHY FOR TECHNOLOGY. AND SO I THINK THAT'S WHERE WE BUILD FROM AND LOOK AT. ARE WE DOING THIS AS A DISTRICT RIGHT NOW? WHAT'S THE DATA ON THIS? WHAT IS RICHARDSON ISD DOING? AND THEN HAVE THE CONVERSATION FROM THERE ON WHETHER OR NOT WE THINK WE NEED A POLICY OR IF WE FEEL LIKE THERE'S A PATHWAY THROUGH ADMINISTRATION TO GET THERE WITHOUT. 
          WITHOUT A POLICY. DOES THAT SOUND OKAY? YEAH, THAT'S FINE. AND I WILL SAY RICHARDSON ISD IS NOT THE ONLY DISTRICT THAT HAS A TECHNOLOGY POLICY LIKE THIS. 
          SO PERHAPS WE CAN DO A LITTLE RESEARCH INTO OTHER DISTRICTS. I JUST LIKE THE WAY THEY STRUCTURED IT BY LEVEL. 
          AND. 
          AND IT REALLY ADDRESSED PASSIVE TIME. SO JUST, YOU KNOW, AS WE HAD THAT LITTLE GUY. 
          IT'S LATE. ANYWAY, THE SCREEN, THE SLIDE THAT TALKED ABOUT ACTIVE TO PASSIVE AND SUPPORTIVE TIME. 
          AND SO I'M GOOD 
          [H.ACTION ITEMS FOR CONSIDERATION BY CONSENT]
WITH THAT RESOLUTION AT THIS POINT AND BRING IT BACK WHEN WE HAVE MORE INFORMATION. 
          AND DR. AZAIEZ, YOU AND I CAN TALK ABOUT HOW LONG WE THINK THE TIMELINE IS FOR GATHERING THAT INFORMATION AND WHEN WE MIGHT WANT TO BRING IT BACK. 
          OKAY. 
          THANK YOU SO MUCH FOR THE PRESENTATION. WE APPRECIATE IT. 
          OKAY, WE'RE GOING TO MOVE ON TO ACTION ITEMS 
          [I.ACTION ITEMS]
FOR CONSIDERATION BY CONSENT. 
          DO I HAVE A MOTION? MADAM PRESIDENT, I MOVE THAT THE BOARD APPROVE ITEMS H1 THROUGH 12 BY CONSENT. 
          SECOND, I HAVE A MOTION AND A SECOND. ALL IN FAVOR. MOTION PASSES. 7-0. OKAY, TRUSTEES, MOVING ON TO OUR ACTION ITEMS. MADAM PRESIDENT, I MOVE THAT WE POSTPONE ACTION ITEM I1 UNTIL AFTER OUR TWO WAY COMMUNICATION. 
          SOMEBODY SECOND. 
          SECOND. SECOND. SECOND. 
          SECOND. 
          I HAVE A MOTION AND A SECOND. 
          ALL IN FAVOR? MOTION PASSES. 
          07, 0. OKAY, FOR THE REST OF OUR ACTION ITEMS, I'M GOING TO SUGGEST. AND I WILL NEED A MOTION FOR AT LEAST ONE OF THESE. BUT I'M GOING TO SUGGEST FOR THE SHAC RECOMMENDATIONS, WE DO HAVE TO TAKE ACTION TONIGHT ON THE CURRENT CURRICULUM. 
          THAT'S TIME SENSITIVE. 
          BUT I AM GOING TO SUGGEST THAT WE MOVE THE REST OF THE SHACK RECOMMENDATIONS TO OUR SEPTEMBER MEETING AND WE CAN DISCUSS THOSE THEN BECAUSE THOSE DON'T NEED OUR APPROVAL. 
          I DON'T THINK I NEED A MOTION BECAUSE THE. THE AGENDA ITEM IS NOT CHANGING COMPLETELY. AND THEN FOR ACTION ITEM I5, I AM GOING TO SUGGEST THAT WE MOVE THAT TO OUR SEPTEMBER MEETING. 
          BUT I BELIEVE I NEED A MOTION FOR THAT. I MOVE THE. DO I NOT NEED A MOTION? I CAN JUST STRIKE IT THE X. 
          I REVOKE MY MOTION. 
          WAIT, HOLD ON, MICHELLE. DO I NEED AN ACTION ITEM TO MOVE IT OFF? I DON'T. 
          OKAY. 
          AGAIN, IF THERE'S CONSENSUS. 
          NO. OKAY. 
          ALL RIGHT. SO WE'RE GONNA STRIKE. SO WE'VE ALREADY GOTTEN RID OF I1. WE'RE GONNA STRIKE 
          [04:55:01]
I5. AND THEN FOR I2, WE'RE GONNA MOVE ON TO I2. AND WE'RE JUST GOING TO PRESENT THE CURRICULUM. 
          DO YOU WANT A PRESENTATION OR JUST THE MOTION? DO YOU HAVE A PRESENTATION? DID YOU WANT TO MAKE A PRESENTATION OR DO WE JUST WANT A MOTION? DR. DR. GERARD IS WITH US HERE. BUT IT'S. IT'S PRETTY MUCH JUST ON THE CURRICULUM, RIGHT? IT'S ACTUALLY GOING TO START FOR THE JUST A MOTION MOTION. 
          HERE WE GO. THANK YOU. 
          OKAY. 
          MADAM PRESIDENT, I MOVE THAT THE BOARD ADOPT LIVING WELL AWARE MY CHOICES, MY LIFE FOR USE IN MIDDLE SCHOOL. 
          HUMAN DEVELOPMENT AND SEXUALITY INSTRUCTION. 
          SECOND. 
          I HAVE A MOTION IN A SECOND. 
          ALL IN FAVOR? MOTION PASSES. 7 0. OKAY, MOVING ON TO ACTION ITEM I3. 
          BEFORE WE HAVE A MOTION, I WANT TO ASK. EVERYONE IS GOING TO TEXEDCON EXCEPT FOR ME AND TRUSTEE WEIR. SO YOU HAVE TO BE IN ATTENDANCE TO BE THE DELEGATE FOR THE TASB DELEGATE ASSEMBLY. 
          WHO IS INTERESTED IN BEING THE DELEGATE AND THE ALTERNATE BEFORE WE. BEFORE WE. WE HAVE A MOTION. 
          WHAT'S. WHAT'S THE DATES ON? WELL, SO I'M IN LEADERSHIP TASB. WILL I BE BUSY DOING OTHER THINGS. 
          OKAY. 
          OKAY. SO MELISSA'S OUT TOO. 
          I THINK IT'S USUALLY CUSTOM FOR US TO HAVE THE NEWEST TRUSTEES. 
          IT IS, BUT I'VE NEVER UNDERSTOOD THAT RULE. THAT DOESN'T MAKE SENSE. WELL, I THINK WE SHOULD STAY WITH IT THIS TIME. WHOEVER'S INTERESTED. 
          IF IT'S IN OCTOBER. MY ONLY CONCERN IS, IS I DON'T. I WONDER IF PEOPLE THAT ARE RUNNING FOR RE ELECTION SHOULDN'T DO IT BECAUSE TASB'S IN OCTOBER, RIGHT? NO, NO, IT'S IN. YEAH, IT'S IN OCTOBER THIS YEAR, RIGHT? YEAH. 
          AND THIS YEAR IT'S IN OCTOBER. AND SO THEN IF THEY'RE NOT THERE IN NOVEMBER. I DON'T KNOW. THAT WAS MY ONLY HESITANCY ABOUT THAT. 
          MAKES IT EASY BECAUSE THEN IT'S JUST MICHAEL AND SEALY. 
          YEAH, JULIE. 
          OKAY. WHO. 
          I'LL BE THE ALTERNATE. 
          OKAY, SO, MICHAEL, THAT MAKES YOU THE DELEGATE. DO I HAVE A MOTION? I MOVE THAT MICHAEL WEI IS OUR DELEGATE, OUR TASB DELEGATE, AND TRUSTEE ZARATE IS OUR ALTERNATE. 
          SECOND. 
          I HAVE A MOTION AND A SECOND. 
          ALL IN FAVOR. MOTION PASSES. 
          NOPE. 
          MICHAEL, YOU GOT RA. MOTION PASSES. 
          HIGH PRESSURE ENVIRONMENT. 
          SORRY. 
          CAN. CAN YOU REVOTE JUST TO MAKE SURE WE GOT EVERYBODY ON THAT? YES, I HAVE A MOTION TO SECOND. ALL IN FAVOR? MOTION PASSES. SEVEN, ZERO. 
          THANK YOU. 
          OKAY, ACTION ITEM I FOR YOU ALL RECEIVED THE ENDORSEMENT LETTERS FROM THE CANDIDATES FOR THE REGION 13 DIRECTOR. 
          TASB REGION 13 DIRECTOR. WE RECEIVED THREE. WE DO NOT HAVE TO TAKE A VOTE OR ENDORSE ANYBODY. IT'S COMPLETELY UP TO US. ANA CORTEZ FROM MANOR ISD, ED NAVARATE FROM FLORENCE ISD, AND STEPHEN MACKEY FROM BLANCO ISD WERE OUR THREE. I WILL TELL YOU THAT MY RECOMMENDATIONS ARE EITHER ED OR ANNA. I'VE WORKED WITH BOTH OF THEM. THEY DO TREMENDOUS WORK AS TRUSTEES IN THEIR DISTRICTS AND OUTSIDE SIDE OF THEIR DISTRICTS, AND I THINK WOULD REPRESENT REGION 13 WELL. 
          MY INCLINATION IS IF WE WERE TO ENDORSE. TO ENDORSE ANA CORTEZ. 
          JUST MAKE THE MOTION. 
          OKAY. LET ME JUST SAY THIS. 
          RURAL DISTRICTS ARE WAY OVER OVERREPRESENTED IN. 
          IN TASB, AND SO I THINK IT WOULD BE GREAT TO HAVE A SUBURBAN SCHOOL DISTRICT. 
          SO I MOVE THAT WE NOMINATE ANNA CORTEZ FOR OUR. 
          WELL, WE HAVE OUR ENDORSE. 
          ANA CARTES FROM THE MANOR ISD TO THE TASB BOARD OF DIRECTORS IN REGION 8, POSITION B. 
          THIS IS WHY I JUST 
          [J. BOARD BUSINESS]
SECOND 13, ACTUALLY. 
          SECOND. 
          SHE SAID REGION 8, BUT. 
          OH, CAN YOU SAY IT AGAIN? YOU GOT TO SEE REGION 13. 
          SORRY. 
          SECOND THAT. 
          ALL RIGHT, I HAVE A MOTION AND A SECOND. 
          ALL IN FAVOR? MOTION PASSES. 
          SEVEN, ZERO. OKAY, MOVING ON TO J. BOARD BUSINESS. 
          TRUSTEES, PLEASE LOOK AT YOUR SEPTEMBER INVITES. I DO NOT HAVE QUORUM FOR EITHER SEPTEMBER MEETING. THAT'S ME INCLUDED. SO PLEASE MAKE SURE YOU CHECK THE SEPTEMBER INVITES AND RSVP. IT LOOKS LIKE OUR OCTOBER 5TH MEETING. WE DO HAVE QUORUM, BUT THERE ARE A COUPLE PEOPLE WHO HAVEN'T RSVP'D YET. 
          AND THEN I ALSO JUST WANT TO SAY WELCOME BACK TO ALL OF OUR STUDENTS, OUR STAFF, AND OUR TEACHERS. IT'S SEEMS LIKE IT'S BEEN A GREAT START TO THE YEAR. NOTHING IS EVER WITHOUT HICCUPS, BUT IT SOUNDS LIKE THE SECOND DAY WENT MUCH SMOOTHER, AND I HOPE THAT GOING FORWARD, EVERYONE IS EXCITED AND HAS A GREAT YEAR, AND IT'S A. IT'S A HAPPY AND A HEALTHY ONE, AND I'LL TURN IT OVER TO DR. 
          AZAIEZ. 
          YEAH, I'M JUST ECHOING WHAT YOU SAID. SUPER EXCITED TO SEE EVERYBODY BACK. OUR STUDENTS CAME BACK YESTERDAY AS I SAID TEACHERS LAST WEEK AND WE ALREADY LIKE I'VE BEEN TO 
          [05:00:01]
SEVERAL CLASSROOMS AND SCHOOLS AND EVERYBODY'S WORKING REALLY HARD ALREADY WITHOUT WASTING ANY MINUTES. 
          SO I WANT TO THANK EVERYONE FOR REALLY HAVING A GREAT START OF THE SCHOOL YEAR AND ALSO CONTINUING WORKING HARD WITH OUR STUDENTS AND MAKE SURE THEY'RE REALLY LEARNING AND MOVING FORWARD. TALKING ABOUT THAT, I KNOW YOU SAW SOME COMMUNICATION ABOUT OUR ACCOUNTABILITY A THROUGH F ACCOUNTABILITY RESULTS. AND I WANT TO ALSO SAY IT ONE MORE TIME THAT I'M SUPER PROUD OF THE PROGRESS AND THE GROWTH THAT WE SAW ACROSS OUR DISTRICT. OUR STUDENTS ARE DOING REALLY WELL AND THIS OUR CAMPUSES RATINGS WENT UP A LOT. SEVERAL, ALMOST EVERY CAMPUS, ALL OF OUR HIGH SCHOOLS, ALL OUR COMPREHENSIVE HIGH SCHOOLS SCORE AN A. FIRST TIME EVER. 
          YES. AND THEN YEAH, THANK YOU. A LOT OF HARD WORK. WE HAVE CAMPUSES THAT GREW BY A DOUBLE DIGIT. 
          COUPLE OF CAMPUSES LIKE ANDERSON MILL ALL THE WAY WENT FROM AN F TO ALMOST A B 76 OR 77 ACTUALLY JOLIE JOHNSON WENT FROM A 50 TO AN 80. SO AND AGAIN ACROSS THE BOARD WE'VE SEEN A LOT OF GROWTH. AND AGAIN THAT'S REALLY SPEAKS VOLUME OF THE DEDICATION OF OUR TEACHERS ON STAFF AND ALSO SUPPORT WE GET FROM OUR PARENTS AND PTAS AND BUSINESS PARTNERS. SO AGAIN VERY THANKFUL AND PROUD OF ALL OF THEM. AND THEN FINALLY I JUST WANT TO ALSO SHARE WITH YOU THAT WE HAVE, WE WERE ABLE TO RECEIVE ALMOST A $9 MILLION GRANT OVER THE NEXT FIVE YEARS IN COLLABORATION WITH BOYS AND GIRLS CLUB AND THAT WILL PROVIDE AFTER SCHOOL PROGRAM FREE OF CHARGE FOR OUR PARENTS AND 10 OF OUR TITLE 1 CAMPUSES. SO THAT PROGRAM ACTUALLY STARTED YESTERDAY, WAS THE FIRST DAY AND AGAIN WILL CONTINUE FOR THE NEXT FIVE YEARS FREE OF CHARGE FOR OUR PARENTS AND STUDENTS. 
          AND OUR STUDENTS WILL BE AT CAMPUSES ALL THE WAY TO 6. I THINK IT WAS I KNOW WE HAVE A LOT OF HARD WORKING PARENTS SO THIS WILL PROVIDE A FREE OF CHARGE NOT ONLY JUST BABYSITTING BUT ALSO ENRICHMENT AND TUTORIALS AND SO MANY OTHER ACTIVITIES THAT OUR STUDENTS WILL BE DOING AT THEIR CAMPUSES. SO THANK YOU. THAT'S IT. AND THEN. OH, I 
          [K. CLOSED SESSION (The Board reserves the right to enter into closed session on any agenda  item as permitted by the Texas Open Meetings Act, Section 551.071 et seq.) ]
HOPE TO SEE ALL OF YOU SATURDAY. WE HAVE OUR BACK TO SCHOOL CELEBRATION AT CEDAR RIDGE STARTING AT FROM 10 TO 12 AGAIN THIS SATURDAY COMING UP. THANK YOU. 
          THANK YOU TRUSTEES. ANY OTHER ANNOUNCEMENTS? OKAY, WE ARE GOING TO MOVE INTO CLOSED. WE ARE GOING TO HEAR AGENDA ITEMS K1, 2 AND 4 ENCLOSED. WE WILL NOT HEAR K3 BECAUSE IT'S BEEN RESOLVED. WE WILL HOLD CLOSE IN THIS ROOM. 
          SO IF YOU'RE NOT PART OF CLOSE. WE WILL ASK YOU TO PLEASE, PLEASE LEAVE. 
          PURSUANT TO TEXAS GOVERNMENT CODE SECTIONS 551.071 AND 551076, THE BOARD WILL REVIEW, DELIBERATE AND DISCUSS THE THREE YEAR SAFETY AND SECURITY AUDIT REPORT. PURSUANT TO TEXAS GOVERNMENT CODE SECTIONS 551.071 AND 551.076, THE BOARD WILL REVIEW, DELIBERATE AND 
          [L.CALL BACK TO ORDER/EXECUTIVE SESSION MOTIONS]
DISCUSS THE THREE YEAR SAFETY AND SECURITY AUDIT SURVEY IN PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.074, THE BOARD WILL DISCUSS A TEACHER RETIREMENT SYSTEM UPDATE TO THE SUPERINTENDENT'S CONTRACT. IT IS 10:55 AND WE ARE ENCLOSED. 
          IT IS 11:17 AND WE ARE BACK AND OPEN. DO I HAVE ANY MOTIONS COMING UNCLOSED? I MOVE THAT THE BOARD APPROVE THE ROUND ROCK ISD THREE YEAR SAFETY AND SECURITY AUDIT REPORT AS DISCUSSED IN CLOSE SESSION. 
          SECOND, I HAVE A MOTION AND A SECOND. ALL THAT APPROVE. 
          MOTION PASSES. 6 0. DO I HAVE ANY OTHER MOTIONS? I MOVE THAT THE BOARD APPROVE THE ROUND ROCK ISD THREE YEAR SAFETY AND SECURITY AUDIT AS DISCUSSED IN CLOSED SESSION. 
          SURVEY. I'M SORRY. AUDIT SURVEY. YES. 
          SECOND. 
          I HAVE A MOTION AND A SECOND. 
          ALL IN FAVOR? MOTION PASSES. 
          SIX ZERO. 
          A MINUTE AGAIN. ALL RIGHT. I MOVE THAT THE BOARD APPROVE THE UPDATE TO THE SUPERINTENDENT'S CONTRACT AS DISCUSSED IN CLOSED SESSION. 
          SECOND, I HAVE A MOTION AND A SECOND. ALL IN FAVOR. MOTION PASSES. 6 0. THERE IS NO OTHER BUSINESS ON THE AGENDA. IT IS 11:18 AND WE ARE ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.